FOREIGN LANGUAGE EDUCATION: JAPANESE LANGUAGE INSTRUCTION IN NONNATIVE ENVIRONMENTS WITH A FOCUS ON GRAMMATICAL COMPETENCE AND LANGUAGE PRODUCTION SKILLS
Hana Bogdanova, Lena Kralikova Hashimoto
Strony: 129-144
Otrzymano: 31 Jul 2025
Zmieniono: 21 Dec 2025
Opublikowano: 27 Dec 2025
DOI: 10.62991/LIS1996734080
Wyświetlenia: 511
Pobrania: 74
Streszczenie: This study examines the effects of two instructional approaches applied to two student groups. The first group followed instruction methods, which included explicit grammar instruction focused on introducing specific morphosyntactic structures supplemented by practice focused on situational accuracy and meaning and output practice. The second group followed modified instruction approach, which placed greater emphasis on implicit methods of instruction with greater prominence on output practice and lesser prominence on explicit grammar instructions. The students were observed over the course of one academic year. To evaluate the impact of changes in instruction method, scores from tests aligned with the expected language proficiency level of the participants were compared and analyzed. The assessment focused on three key areas: formal accuracy, referring to the correct production and use of grammatical forms in controlled setting; contextual accuracy, or the ability to apply grammar and vocabulary based on context; and output, or the ability to produce language in real -world tasks, like writing and conversation.
Słowa kluczowe: japanese language instruction, grammatical competence, language production skills
Cytowanie artykułu: Hana Bogdanova, Lena Kralikova Hashimoto. FOREIGN LANGUAGE EDUCATION: JAPANESE LANGUAGE INSTRUCTION IN NONNATIVE ENVIRONMENTS WITH A FOCUS ON GRAMMATICAL COMPETENCE AND LANGUAGE PRODUCTION SKILLS. Journal of International Scientific Publications: Language, Individual & Society 19, 129-144 (2025). https://doi.org/10.62991/LIS1996734080
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