[in Japanese]

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[in Japanese]

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[in Japanese]

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About 70% of the domain-specific words in Japanese academic texts are of Chinese-origin. Since they are considerably different from the domain-specific words in everyday language and literary texts, comprehension of Japanese academic texts is thought to be particularly difficult for non-kanji background learners. In order to clarify how learner language (LL) background affects understanding of Japanese Common Academic Words, a Japanese Common Academic Word Test Version 2.0 was conducted for 229 students learning Japanese as a target language while enrolled in either Japanese, Korean, or Chinese universities. Using the Rasch model, DIF analysis was performed for the four LL groups of Chinese (C), Korean-Chinese bilingual (KC), Korean (K), and others (O). Results showed that the relative item difficulty was significantly different depending on the LL. The top four items that were relatively more difficult for C than for O were all Western-origin words such as “sampuringu” (sampling) and “bijuaru” (visual), while 20 items among the top 22 items that were relatively more difficult for O than for C were all Chinese-origin words such as “anken” (matter) and “gekizoû” (sudden increase). Calculating the correlation coefficient (r) of item difficulty for each LL group, the correlation between K and C was .508, while the correlation between K and O was .615. K seems to be more similar to O than C; that is, the Chinese-origin academic words do not seem to be always easy for K even with the knowledge of the Korean language. Also, KC was more similar to C (r =.666) than K (r =.480). When making policies in research and education involving advanced bilinguals, caution must be taken since grouping by L1 alone may lead to misunderstanding the actual situation.

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In this study, we conducted a survey on the comprehension level of general vocabulary and expressions among a total of fifty students from the Faculty of Manga, including forty-five international students and five native Japanese speakers to investigate the following two questions; "What are the general terms used in the manga lectures that are difficult for international students to understand?" and "Is there a difference in understanding of those vocabulary and expressions depending on the native languages of the international students?" As a result of the survey, the level of understanding of international students was found to be significantly lower than that of Japanese native speakers. The level of international students understanding about slang expressions, such as "Dohamari suru (to get into)" and idioms, such as "Kaya no soto" ("outside the mosquito net," meaning "being excluded"), were especially low. In addition, an analysis of the survey results according to the mother tongue of international students showed that the understanding level of Chinese native speakers was significantly lower than that of Korean native speakers. Especially, a big difference was recognized in the understanding level of Katakana words (mainly foreign words), such as "syndrome" and "know- how".

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As the Japanese farming population declines and ages, the number of foreign farm workers (FFWs) has increased, many of whom are technical intern trainees. Both the number and length of stay of FFWs are expected to increase even more under new Japanese laws. However, there are few studies and teaching materials available for FFWs. I conducted observations and interviews on farms to clarify the Japanese language required for FFWs and compared the required vocabulary with each JLPT level and the list of “Technical Terms for Technical Intern Trainees”. The Result showed that FFWs do not always understand the instructions given by management. The actual vocabulary and grammar used in instructions are not difficult. However, the usage of vocabulary is different from what intern trainees learn in class. In addition, my research highlighted the many vocabulary terms and words are not included in either JLPT Level or “Technical Terms for Technical Intern Trainees”. Accordingly, acquisition of Japanese by FFWs can be achieved by offering specialize Japanese courses; designing workplace environments that promote language acquisition; developing tools that enable farms to create and share educational materials; and using the evaluation exam for agricultural technical intern trainees as an incentive to learn Japanese.

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