2018 Volume 171 Pages 31-46
In this paper, we investigated the promoting and inhibiting factors related to the participation and continued participation by adult Japanese language learners in Taiwan, as well as the learning continuation process. Targeted at learners in private adult Japanese language education institutions, the analysis was performed by the Trajectory Equifinality Approach (TEA). As a result of the analysis, it was revealed that adult learners first participated in the classroom due to requests from their company or to increase their competitiveness, and studied with the aim of acquiring competence in Japanese necessary for their work. Once this goal was accomplished, they continued studying, not only to improve their Japanese but also to build relationships with other learners in different areas and for the fun of learning. In conclusion, one characteristic of adult learners in Taiwan is that the value derived from learning Japanese in the classroom can change through the learning process from one of investment to one that includes consumption in the shared experience with other learners.
