College Students' Responses to Kanakun and Kantaro
DOI:
https://doi.org/10.1558/cj.v16i2.157-179Keywords:
Japanese, Learners, Orthographic Characters, Vocabulary, EvaluationAbstract
Japanese language learners typically have to acquire three different sets of orthographic characters: Hiragana, Katakana, and Kanji. Learning these three different character sets at the same time is often a burden to many learners. The Kanakun and Kantaro programs, featuring Japanese language games, were developed to facilitate learners' acquisition of Japanese characters and vocabulary items. A survey conducted in first-, second-, and third-year Japanese courses at Illinois Wesleyan University in 1997-98 examined learners' evaluation of the programs. The results of this evaluation indicate that the programs facilitated students' acquisition of Japanese characters and served to motivate them to continue their acquisition of Japanese.References
Rüschoff, B. (1993). Language learning and information technology: State of theart. CALICO Journal, 10 (3), 5-17.
Brett, P. (1996). Using multimedia: An investigation of learners’ attitudes. Com-puter Assisted Language Learning, 9, 191-212.
Hirata, K. (1990). Saijiki: Hyper reading Japanese. CALICO Journal, 7, 51-63.
Macquarie University Japanese Studies. (1995). Kantaro: Teacher’s edition text-book. WA: Pacific Software.
Nicholas, M. A. & Toporski, N. (1993). Developing ‘the critics corner:’ Computerassisted language learning for upper level Russian students. Foreign Lan-guage Annals, 26 (4), 469-478.
Schwartz, M. (1995). Computers and the language laboratory: Learning from his-tory. Foreign Language Annals, 28 (4), 527-535.