An Analysis of Trends in Studies on Cognition of Non-native Japanese Teachers Based on Online Academic Literature Database

Abstract

　This paper aims to explore the future research trend in studies on cognition of non-native Japanese teachers based on existing studies on this topic. A total of 81 research papers published from 1991 to 2020 in three online academic literature databases were analyzed from three aspects: when and where the research was done, and what the research topic was. This examination found that with the development of social diversity and with increasing attention paid to teachersʼ research ability and development, the number of research papers on non-native Japanese teachersʼ cognition has increased significantly since 2010. In addition, before 2010 much research was focused on non-native Japanese teachers from countries in East Asia. However, the number of research papers on non-native Japanese teachers from Southeast Asian countries has increased rapidly since 2011. Also, the research topics of the 81 research papers were given a statistical text analysis, and it was found that with the increasing variety in Japanese language educational contexts and increasing attention paid to the psychological conflicts of non-native Japanese teachers in a society characterized by cultural diversity, the development process of non-native Japanese teachersʼ cognition has attracted more attention.