BIBLIOGRAPHY CAROLINE I. PAY-AN October 2006 . ...
BIBLIOGRAPHY
CAROLINE I. PAY-AN October 2006. Difficulties of Japanese
Descendants in learning Nihongo: An Assessment. Benguet State University, La
Trinidad, Benguet.
Adviser: Myrna B. Sison
ABSTRACT
This study focused on the difficulties of Japanese descendants in learning
Nihongo. Specifically, it tried to determine the effects of age and gender in learning
Nihongo, find out factors that contribute to the difficulties and the extent of contributory
factors that affect the difficulties of respondents on this second language.
The study consisted of 142 randomly selected Japanese descendants from the
Filipino-Japanese Association of Northern Luzon, Inc. A descriptive survey method
using prepared questionnaires and personal interviews were used to gather the data.
Statistics such as mean and ranking were used. The t-test is used to further test the
significance and Analysis of variance was used to compare the variables.
Findings showed that the respondents ranged in age from 8 to 61 years, with a
mean age of 36 years. Age of the learner strongly contributes to the success of second
language learning. It was found out that adults outperformed the children since adults
have greater motivation and are persistent learners. Female dominated the learning in
Nihongo.
The contributory factors such as Learner related factors, parent related factors,
learning environment related factor, teacher related factors, and home related factors in
the analysis of variance showed significant differences on the extent of learning
difficulties contributing to the respondents learning Nihongo.
Moreover, the leading most serious learner contributory factor that significantly
contributed to the difficulties in learning Nihongo that perceived by the respondents is
negative attitude towards the lesson ranked as first to have the greatest effect on the
difficulties in learning Nihongo. The next is poor study habits, lack of concentration, poor
encouragement of parents on child’s educational development, failure of parents to stress
the importance of learning other languages, and classroom not conducive to learning
arranged according to rank respectively.
It is then suggested that parents patiently encourage and help their children
develop proper study habits, to arouse the interest of their children to learn other
languages. Furthermore, parents should stress the importance of learning other major
languages of the world the key to participate and embrace open opportunities. Finally,
to foster school administrator, foreign language teachers, language learning centers,
coordinators, and other concerned organizations should foster and provide appropriate
classrooms conducive to learning.
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TABLE OF CONTENTS
Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . 4
Objectives of the Study . . . . . . . . . . . . . . . . . . 5
Importance of the Study . . . . . . . . . . . . . . . . . . 6
Scope and Delimitation of the Study . . . . . . . . . . . . 8
REVIEW OF LITERATURE . . . . . . . . . . . . 9
Conceptual Framework . . . . . . . . . . . . . . . . . . 19
Definition of Terms . . . . . . . . . . . . . . . . . . . . 24
Hypotheses of the Study . . . . . . . . . . . . . . . . . . 26
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . ………… 27
Respondents of the Study . . . . . . . . . . . . . . . . . . …….. 27
Instrumentation . . . . . . . . . . . . . . . . . . . . . . ………. 28
Data Collection . . . . . . . . . . . . . . . . . . . . . . ……….. 28
Statistical Analysis . . . . . . . . . . . . . . . . . . . . ………. 29
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RESULTS AND DISCUSSION
Gender of Respondents . . . . . . . . . . . . . . . . . . . ………. 30
Age of Respondents . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Learner Related Factors . . . . . . . . . . . . . . . . . . ………. 34
Parent Related Factors . . . . . . . . . . . . . . . . . . . ………. 37
Environment Related Factor . . . . . . . . . . . . . . . . . ……... 39
Teacher Related Factors . . . . . . . . . . . . . . . . . . ………. 41
Home Related Factors . . . . . . . . . . . . . . . . . . . ……….. 43
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . ……….. 49
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . ………. 51
Recommendations . . . . . . . . . . . . . . . . . . . . . ………. 52
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . ………. 54
APPENDICES
A. Letter to Administer Questionnaire . . . . . . . . . . . . . . . 58
B. Letter to the Respondents . . . . . . . . . . . . . . . ……… 59
C. Questionnaire . . . . . . . . . . . . . . . . . . . . . ……… 60
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . ………. 73
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1
INTRODUCTION
Background of the Study
The learning of Nihongo as a second language started in the first years
of the twentieth century, year 1903. Japanese men and few women came from
southern Japan to find work and fortune in the Cordillera. They had worked with
Filipinos in the construction of Benguet Road now known as Kennon Road,
which was American project. Those who settled form the origin of early Japanese
community. Japanese-Filipino marriages started the learning of Nihongo as a
second language. A Japanese school was opened near the famous Burnham Park
in Baguio teaching Japanese language and culture to young children. Over the
years most families in Baguio and surrounding areas speak Japanese until the
Second World War came in the Philippines. Soon after the war, Japanese men and
women were repatriated to Japan in late 1945 leaving their Filipino children. The
Filipino – Japanese children stayed behind and their children now are the
Japanese descendants.
Most of the Japanese men married local women, native speakers of Ibaloy,
Kankana-ey, Bontoc and other members of the indigenous groups of the
mountainous Cordillera ranges called “Igorots”. Some women were from the
lowlands too. However, the Igorot women were young and illiterate and also with
some of the Japanese men they married encountered language barrier and culture
shock because there was a difficulty in understanding each other’s language. The
Difficulties of Japanese Descendants in learning Nihongo:
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Igorot wife’s native tongue was the language spoken in the Japanese-Filipino
home. Hence, the Japanese men had difficulty learning the wife’s language.
Likewise, both husband and wife were persistent to speak their native languages
to be able to communicate with the help of gestures and body language. Later,
Japanese children or the “nisei” half Japanese spoke Ilocano, Nihongo, Ibaloi,
kankana-ey, English and also Spanish, as evident from the researcher’s
grandmother, who settled in Guisad. Rinzo Otsuji, (the researcher’s great
grandfather), who was known to be the lone blacksmith in the Japanese
community was called “Odios” by neighbors and hired workers. However
allowed his children to learn different local dialects and English for trading
purposes. It was not only in learning other language but taught his children to help
in his work.
Most of the present descendants attest that, their Filipino mothers never
learned Nihongo well, because their fathers never took their mothers to gatherings
where Japanese language was spoken. Their mothers also did not care to go to
gatherings because they were shy and did not understand the language. This is the
reason why many descendants and their families know little about their fathers’
early lives in Japan. Up to this present generation, many descendants are still
tracing their origin in Japan. But because of language barrier, many were denied
and not recognized by relatives, except other children who attended the Japanese
school learned to read and write Nihongo as well as English during their time.
Difficulties of Japanese Descendants in learning Nihongo:
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Late in the 1980’s some families who were good speakers of the Japanese
language were sponsored by famous T.V station for documentaries like the
researcher’s long time family friend, the Okubo family. In the same way, the
children of pure Japanese parentage in turn acquired local dialect such as Ilocano,
Ibaloy, and Kankana-ey through play and social contact with other children and
became their parent’s guide in the business community.
Japanese descendants today find difficulty in learning Nihongo. Knowing
how to speak Nihongo is a basic tool for interpersonal communication and job
opportunity.
Despite the effects of teaching Japanese language to the descendants of the
Cordillera, by the volunteers of Japanese government under the (JOCV) Japanese
Overseas Cooperation Volunteers, most descendants have poor communication
skills. Whatever the motivation, Nihongo as a second language for Japanese
descendants is considered essential, very basic and vital in the exchange of ideas
with the Japanese people to attain better understanding and allowing themselves
to enjoy the privilege of being a Japanese descendant. As observed, the Japanese
descendants are, “unable to speak or to express themselves, full of ideas but
cannot organize and articulate them” in Nihongo.
The researcher, realizing the need to help descendants improve their
communication skills deem it necessary to undertake this study on the difficulties
in learning Nihongo as a second language.
Difficulties of Japanese Descendants in learning Nihongo:
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Statement of the Problem
The study focused on the extent of difficulties in learning Nihongo or the
Japanese language as a second language, encountered by the Japanese
descendants in the Cordillera Region. The researcher sought to find the answers
to the following questions:
1. What effects do the following factors have on to the difficulties of
learning Nihongo by the respondents as to:
a. Age
b. Gender
2. What are the factors that contribute to the difficulties in learning Nihongo?
3. To what extent do the following contributory factors affect the learning
difficulties in Nihongo by the respondents?
a. Learner
b. Parents
c. Environment
d. Teacher
e. Home
Objectives of the study
The objectives of the study are the following:
1. To identify the effects of the following factors have on to the difficulties
in learning Nihongo by the respondents.
Difficulties of Japanese Descendants in learning Nihongo:
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a) Age
b) Gender
2. To find out what factors contribute to the difficulties of learning Nihongo.
3. To Determine the extent of the following factors that affect the
learning difficulties in learning Nihongo.
a. Learner
b. Parent
c. Environment
d. Teacher
e. Home
Importance of the Study
The result of this study is significant since it delved into the difficulties in
learning Nihongo. It bared the root cause of the difficulties in learning Nihongo.
Contributory factors affecting difficulties in learning Nihongo were also
determined. This will initiate the Japanese descendants of the Cordillera to study
and understand the importance of a second language, and to challenge them to
learn Nihongo better.
In addition, the data will also provide basis for Nihongo teachers and
Nihongo centers to come up with measures that will make the learning of
Nihongo meaningful simple and interesting. Likewise, This would address the
Difficulties of Japanese Descendants in learning Nihongo:
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problems of today’s Japanese descendants to trace long lost relatives and be able
to work in Japan.
Furthermore, findings of this study will serve as a guide for the Japanese
descendants, foreign language teachers, Nihongo teachers in particular, students
of foreign languages, language learning centers, coordinators, parents, school
administrators and concerned organizations, as a substantial data in performing
and participating in global education to carry out their respective roles that of
guiding the development of learners to become dependable and effective citizens
of the country by offering them more opportunities to participate and become
adequately informed and knowledgeable in foreign languages.
Finally, this research would help Japanese descendants become overseas
workers in Japan to ease unemployment. For the researchers, this would be the
beginning or base line data of references for future researchers of Nihongo as a
second language.
Scope and Delimitation of the Study
This study was limited to determining the effect of age and gender to the
difficulties in learning Nihongo. Another is to find out what related contributory
factors affect the difficulties in learning Nihongo. The extent of factors affect the
learning difficulties by the respondents studied in this research work was also
limited to variables related to the learner, parent, environment, teacher and home.
Difficulties of Japanese Descendants in learning Nihongo:
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The respondents come from different parts of Cordillera attending 2nd Sunday
meeting and have at least 40 minutes Nihongo lessons every meeting. The
‘Abong”is the meeting place of Japanese descendants at Legarda Road, Baguio
City.
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REVIEW OF LITERATURE
This section presents studies relevant to the objectives of this study, which
helps to explain the interrelationship of variables that was used in the study. It
includes studies on age and gender differences in second language ability, studies
on foreign language learners difficulties, individual learner differences, which are
the learner factors influence their second language acquisition, studies on teaching
Japanese as a second language (JSL) and methodology.
Smith (1994) explained, which showed that to know only one language is
abnormal since majority of the people in this world can call themselves speakers
of at least two languages even if their mastery of each language is not identical or
a polyglot. Pure monolingualism or knowing only one language is a result either
of physical isolation from speakers of other languages or it is the result of cultural
isolation. Further he says that some people even believe that learning a second
language can be harmful, especially in the case of young children. The young
child might end up being non-native speakers in any language, or having of no
language to call their own as it is in the case of young children in the Cordillera.
They speak Tagalog or Ilocano instead of Ibaloi or Kankanaey as their native
language. Common observation does not show that bilingualism is a disadvantage
unless, of course, bilinguals are discriminated against. But generally, it is even an
advantage.
Difficulties of Japanese Descendants in learning Nihongo:
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In the Philippines, Ogawa (1998) pointed out that the teaching of Japanese is
branching out in many different ways. The changes in the social milieu
surrounding the teaching of Japanese have resulted to a greater diversity of
learning needs, and they require individual responses. Learning of Nihongo has
become more universal because it appeals to a wider range of learners. Every
Nihongo learner aimed to communicate in Japanese in any situation.
Thus, Selinker (1972) noted that learning a second language is not an easy
task especially if there are more linguistic items that are different in the second
language that cannot be found in the native language. The learners in acting upon
the environment construct what to them is a legitimate system of language. By a
gradual process of trial and error, or what is called unconscious learning, learners
slowly and tediously succeed in establishing closer and closer approximations to
the system used by native speakers of the language.
In the new area of a second language research, Smith (1994) stated that
second language is not target oriented, like many language learners, which
typically focus on ways of bringing the learners’ current state of knowledge into
line with the knowledge of the native speaker; the making of errors are, for
teacher and learner. They just say where the learner goes wrong. On the other
hand, not target oriented focuses on the nature of a particular current state of
knowledge in a given learner or group of learners. In other words, what the
learner knows and does at a given stage in his or her learning career is interesting
Difficulties of Japanese Descendants in learning Nihongo:
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as phenomena in its own right. The more mentors know about learning, the more,
should be able and actively influence learning.
Studies on Gender and Age Differences in Second Language Ability
Maher and Yashiro (1991) investigated on gender related differences in
Japanese language observations on the stereotype homogeneous speech
community that has been pursued in redefining multilingual region. It evolves and
shaped in schools and colleges. The much-quoted gender stereotype of Japanese
women’s language is being challenged as the victim of bias. Takano (2000) The
ideology of gender roles, and past mainstream work of women’s languages were
analyzed on the basis of middle-class full-time housewives.
McCarthy (1988) also theorized that girls are more skilled with their
language function compared to boys because she believes that it has something to
do with language acquisition as related to physiological development. She even
added that biologically speaking, females mature earlier compared to males,
which maybe the result in a more expert way of getting into the language.
Similarly, the theory of Hymes (1974) believes that the male production of
testosterone has an effect on the left cerebral hemisphere and that the production
of this hormone among males delays the development of the left hemisphere of
the brain, which controls the language functions of human beings.
Most frequently age is considered in discussions of individual differences in
second language ability and it is commonly believed that children are better
Difficulties of Japanese Descendants in learning Nihongo:
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language learners than adults. However, according to Cazden et al. (1975) in the
rate and success of second language learning age strongly influences the learner.
Where rate is concerned, it is evident that older learners are better and reach
higher levels of proficiency, when matched according to the amount of time they
have been exposed to the second language.
Another hypothesis according to Penfield and Roberts (1959) argued that the
optimum age for language acquisition falls within the first ten years of life.
In addition, the success to second language acquisition supported by the
findings of Krashen et al (1979) states that the number of years of exposure and
starting age affect the level of success. The number of years’ exposure greatly
contributes to the overall communicative fluency of the learners.
These investigations appear confusing and contradictory however, Burstall
(1975) concludes and the writer would agree that “ the achievement of skill in
foreign language is primarily a function of amount of time spent studying that
language…”.
Studies on Ethnic Backgrounds on Language Learning
Fillmore (1980) for instance, suggests that there may be difference in the
level of attention that learners from different ethnic backgrounds typically give to
a task. She notes that Mexican children had difficulty in concentrating for a long
time while Chinese children were able to stay on task for a sustained period of
time. Cognitive eventually turn out to be an important factor in determining rate
Difficulties of Japanese Descendants in learning Nihongo:
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of development. Further, Brown (1981) distinguishes motivation and attitudes,
identifiestypesofmotivation
as global motivation, which consist of a general orientation to the goal of
learning a second language. Situational motivation, which varies according to the
situation in which learning takes place, the motivation associated with classroom
learning is distinct from the motivation involved in naturalistic learning; Task
motivation, is the motivation for performing particular learning task. Brown uses
the term attitudes to refer to the set of beliefs that the learner holds towards
members of the target language group, whether they are seen as interesting or
boring, honest, or dishonest, and others also towards his own culture.
Studies on Foreign language Learners Difficulties
Ellis (1983) revealed that in the post-war years and into the 1960s, there was
a strong assumption that most of the difficulties facing the second language
learners were imposed by the first language. It was assumed that the learner’s first
language knowledge would interfere with the second language. In order to
identify the areas of difficulty, a procedure called contrastive analysis was
developed. One of the hypotheses was that with different first language would
learn a second language in different ways, as a result of negative transfer
imposing different kinds of difficulty.
Similarly, as Lee (1968) noted, “the prime cause, or even the sole cause, of
difficulty and error in foreign language learning is interference coming from the
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learner’s native language”. The relationship between linguistic differences to
learning difficulty can be identified linguistically. Difficulty involves
psychological considerations as Stockwell, Bowen, and Martin (1965) have
proposed that linguistic differences can be arranged in a ‘hierarchy of difficulty’
in second language acquisition. They identified that there is no difference between
a feature of the first and second language. An item in the first language is absent
in the target language. In German, subordinate clauses require a different word
order from main clauses, whereas in English, the word order is the same in both
clause types. In the general features of Japanese words or phrases are often
omitted if they are understood from the context, even the subject and object was
often omitted. An item in the first language has a different distribution from the
equivalent item in the target language which occurs word-initially, but in English
it only occurs word medially or finally and in Japanese it occurs finally. There is
no similarity between first language feature and target language feature. In
Spanish, negation is pre-verbal, where as in English it is post verbal. In addition
English negation involved the use of the auxiliary system, whereas Spanish
negation does not, post verbal negation is use also in Japanese. Divergent
phenomena are when one item in the first language becomes two items in the
target language.
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Individual Learner Differences and SLA
Studies dealing with language learner learning difficulty, As Fillmore (1979)
points out, on the one hand of individual differences are seen as an all-important
factor, while on the other, they are treated as relatively insignificant. Different
researches have used these labels to describe different sets of behavioral traits.
Hawkey (1982) listed some of these behavioral traits: ‘affective, cognitive, and
social factors’ while (Tucker et al. 1976) describes as, affective and ability factors
and ‘attitudinal/motivational characteristics’. In the attempt to impose some order
on this abundance of terms and concepts.
Ellis (1983) proposed to make an initial distinction between personal and
general factors. Some example, are provided by Schumann and Schumann (1977)
in a report of their own learning experiences. They include nesting patterns or the
need for a secure and orderly home base before learning can effectively begin,
transition anxiety or the stress generated by moving to a foreign place, and the
desire to maintain a personal language learning agenda.
According to Schumann and Schumann (1977) personal and general factors,
as supported by Ellis (1983) are variables that are characteristics of all learners
and strongly influence their second language acquisition. Personal factors group
dynamics, which are important in classroom second language where
competitiveness may be manifested in a desire to be out, do other languages
learners and racing through examinations. Attitudes to the teacher and course
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materials learners have different views about the kind of teacher they think are
best for them. Individual learning techniques a learner is most conscious of
vocabulary and others seek out situations in which they can communicate with
native-speakers. General factors, like age suggests that this does not alter the route
of acquisition.
Cazden et al (1975) found that child, adolescent, and adult learners appear
to process linguistic data in the same way, irrespective of how old they are.
Intelligence and aptitude Oller and Perkins (1978) claims that the intelligence
does not appear to be an essential factor in first language acquisition, except those
who are severely mentally retarded, succeed in developing grammatical
competence in first language acquisition, it is possible also not very important in
second language acquisition, particularly when it is acquired naturally. Cognitive
style is a term used to refer to the manner in which people perceive,
conceptualize, organize and recall information. Each person is considered to have
more or less consistent mode of cognitive function.
Cognitive style interacts with other learner factors, while; Stern (1983)
classifies attitude towards the community and people who speak the second
language; attitudes towards learning the language concerned; and attitudes
towards language and language learning in general. Carttell (1970) describes
personality as cool/warm, shy/venturesome, not assertive/dominant. Researches
in general do not show a clearly defined effect of personality on second language
Difficulties of Japanese Descendants in learning Nihongo:
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acquisition. Though Swain and Burnaby (1976) indicate that personality
characteristics are involved in promoting communicative and linguistic abilities,
sociability is related to promoting communication, and traits such as quickness in
grasping new concepts and perfectionist tendencies to the linguistic ability.
Whatever the individual differences between learners teacher has to cater for the
differences recognize and provide opportunities to each learner to benefit in their
own way.
Studies on Teaching ‘JSL’ and methodology
Japanese language teaching still has its own continuing social debate about
what constitutes ‘correct’ Japanese, which linked to social and educational norms
and goals. Byram (2004) revealed that the continues study of Japan in 1993
mainly focused on the Commission on Foreign Language Policy for the twenty-
first century. It also proposed fundamental structural change in syllabus, teacher
training, public examination exchange programs and so on, to improve learners’
communication skills.
Japan in the 21st century is experiencing globalization in an intermingling
and distant logic not merely the imposition of transitional capitalist upon
economies but also in social relation. Thus, language a sensitive constant of social
organization and human relations, likewise found itself the axis of dramatic
change. This includes the impact of new technologies, which the researcher of this
study experienced, “Workshop for Teachers of Japanese Language” an
Difficulties of Japanese Descendants in learning Nihongo:
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Introduction to Minna no Kyozai Site by JICA-Net Philippine Satellite Center in
UP-Diliman (2003). Expanding the potential of Japan’s Technical Cooperation,
JICA-Net is a computerized network of digital communications that enables
simultaneous multilateral conference and distance training. JICA-Net consists of
TV conference system and distance education system (image, picture of lecturer
and power point presentation to be broadcast simultaneously). It connects Japan
and three ASEAN countries the Philippines, Indonesia and Malaysia (more
countries are expected to be added in the future) via international frame relay. By
linking these centers with computer network, more collaborative activities
between countries can be pursued, such as: mobilization and effective use of
dispersed expertise created by national and project boundaries – expansion of
opportunities for participation ( both beneficiaries of developing countries and
partners in Japan) – sharing and creation of knowledge with developing countries
such as the Philippines, rather than the traditional top-down basis. ( The Japan
Foundation Manila Office).
As a consequence of globalization and internationalization, the old policies
and aims of foreign language education call for change in the late 19th century,
that language teaching must start afresh. Vietor (1981) Under the banner of
Communicative Language Teaching, changes were accepted such as the aims of
acquiring a foreign language for the purpose of understanding the high culture of
great civilization to those of being able to use a language for daily communication
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and interaction with people from another country. Another is the aims of language
teaching in educational institutions, which coincide with the aims of most people
learning languages in many other ways, and places. Foreign language education is
now focused on the purpose of language learning, which seem self-evident to
learners and has meet their expectations of success, apparently learning languages
quickly and successfully in non-education settings and through interaction with
other people and through exposures to mass media are with high expectations of
success.
In the United States of America standards of foreign language learning on
language as a system are to be acquired, and substituted with goal areas as
communication, cultures, connections, comparisons and communities, where the
focus is on what can be accomplished through a foreign language. Similarly, in
the European framework of references for languages learning, teaching,
assessment, development by the council of Europe in the 1980s and 1990s,
proposes an approach based on an analysis of how languages are used in
communication, on the functions people use them for, and the notions they use
them to express, instead of an analysis of the grammatical system (Byram 2004).
First world countries have influential documents on which new curricula
and teaching methods are being constructed in the new century and in the second
world of the former Soviet bloc is also quickly moving from traditions of
language learning based on linguistic analysis without passing through
Difficulties of Japanese Descendants in learning Nihongo:
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intermediary phases of language teaching methods such as the audio-lingual
method. However, changes in the Third World are much slower, like the
Philippines. Modern methods require hardware and teaching materials, which are
costly. Methods that rely on minimal equipment that can be used in large classes,
with emphasis on grammatical analysis, are still widespread.
Conceptual Framework
Globalization is the recent concept of education. In this situation one of
this is knowing different major languages of the world, which is the key to
responsible participation in an independent world community.
Nihongo is a basic tool for interpersonal communication for the
Japanese descendants to trace their origin and father’s family tree.
They need communicative competence to be able to socialize and find
work in Japan because Japanese descendants need to be recognized first by their
Japanese ancestors and relatives before they could go to Japan. However, the best
way is to speak Nihongo well and be understood. There is a need to learn
Nihongo as their second language. But there is also the difficulty of learning the
second language because of factors like interest of the learner, parent,
environment, teacher and home
The second language learner’s performance and difficulty in learning second
language are affected by various factors contributing to the relationship of
independent and dependent variables, which include learner, parent, environment,
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teacher and home. The dependent variables, on the other hand, include the effect
of contributory factors marked as contributes very difficult, contributes moderate,
contributes minimal, and not contributory.
Positive learner related factors result to better performance and lower the
degree of difficulty encountered in learning second language. This proposition is
supported by the findings of Cook (1991) study which revealed that second
language learners who have positive attitudes, outgoing, sociable person learns a
second language better than a reserved shy, person. Another study is the affective
Filter as proposed by Dulay and Burt (1977). Found that learners with high
motivation and self confidence and with low anxiety have low filters, and so
obtain and let in plenty of input, while learners with low motivation, little
confidence, and high anxiety have high filters and so received little input and
allow even less in.
Positive parent related factors enhance a second language learner’s
performance and lower the degree of difficulty encountered in learning second
language. This is supported by the findings of Schumann and Schumann (1977)
in a report about their own second language learning experiences. They include
what they called ‘nesting patterns’ which the need for a secure and orderly home
before learning second language can effectively begin.
Favorable learning environment factors in second language, provides a
different kind of input from a natural setting (Ellis, 1983). Learning second
Difficulties of Japanese Descendants in learning Nihongo:
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21
language in a classroom situation is unique and that language is involved in two
different ways, as stated by Cook (1991) first, is the organization and control of
the classroom, take place through language; second, language is the actual subject
matter that is being taught. Whatever it is that is perfectly natural and proper in
learning second language classroom is considered a world of its own.
Commendable second language teacher traits and skills result to better
learners’ performance and decrease the difficulty encountered in learning second
language. This is supported by Nunan (1990), which showed that effective
teaching develops successful student learning. A reflective teacher should know
the art and craft of teaching relates to the teacher’s specific knowledge of the
subject matter, knowledge on teaching the subject matter and knowledge on
teaching in general. Language teachers install the groundwork and take the risks
to provoke change and mold the best and brightest of learners.
According to Bawang (1995), a favorable home, facilities, location and
conducive atmosphere promote a convenient process for one’s lesson (Ogena,
1984) Thereby promoting better academic performance of learners. In support to
these findings, Ornstein et al (1984), supposed that safe and orderly environment,
frequent monitoring of learners, progress at home lead to successful achievement
of learners. In addition, the researcher affirmed that to learn foreign language is
challenging, learner should be determined, appreciate the target language and the
culture, practice as they say makes it perfect and most of all learning by heart.
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The operational paradigm of the study is presented in Figure 1. This shows
the order of the study in two columns: the independent variables and the
dependent variables.
The independent variables are contained in the first column and these
consist of the contributing factors on the difficulties in learning Nihongo, (A) Age
(B) Gender (C) Contributory Factors: (1) Learner related factors that includes
poor study habits, negative attitudes towards the lesson, irregular attendance, lack
of concentration and poor mental ability to cope with the lesson. (2) Parent
related factors such as lack of interest on child’s learning other language, poor
encouraging educational development, failure to stress the importance of learning
other language (3 Environment related factors are the following, lack of
appropriate facilities, not conducive for learning, adjustments on different attitude
(4) Teacher related factors are cannot relate to different culture of learners, does
not appreciate learners, poor teacher-learner relationship, does not explain the
lesson well. And (5) home related factors such as home is not ideal for learning,
moving on from place to another and far from school.
The dependent variables are contained in the second column, which are
the effect of contributing factors in the difficulties of learning Nihongo are the
following: (1) contributes very much, (2) contributes moderately, (3) contributes
minimally and (4) not contributory.
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INDEPENDENT VARIABLES DEPENDENT VARIABLES
1 Age
Effect of contributory factors
on the difficulties in learning
Nihongo.
2. Gender
3. Contributing Factors on the
Difficulties in learning
1. Contributes Very Much
Nihongo.
a. Learner Related Factors
2. Contributes moderately
b. Parent Related Factors
3. Contributes minimally
c. Environmental-Factors
d. Teachers Related Factors
4. Not Contributory
e. Home Related Factors
Figure 1: Paradigm of the Study
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Operational Definition of terms
The following terminologies are defined operationally for the purpose of
this study:
“Abong.”. It is a native term in the Cordilleran language referring to a ‘home’,
the meetinghouse for the Japanese descendants of the Cordillera.
Difficulties in learning Nihongo. These refer to the extent of ‘learners inability
to follow rules, structure and to apply pronunciations and correct use of words in
the Japanese language.
Environment related factors. These are variables, which influence the
effectiveness of the teaching-learning process. This includes the absence or
availability of appropriate Nihongo books and other teaching materials, number of
learners in a class, and school environment.
First Language. It is the mother tongue or native language acquired.
Home related factors. These refer to the variables that describe the place of origin
or native habitat that influence the learning.
‘JSL’.. It is the Japanese as a Second Language.
Japanese Descendants. These are the people of mixed percentage of Japanese
heritage now living in the Cordillera.
Language. It is an open system interacting with changed by and changing its
environment as part of culture. The humanness of language and its place in human
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society is one of the most necessary and complex of all social skills. (“Social
Scientist” point of view).
Learner related factors. These refer to the intellectual capabilities, attitude
towards learning, physical or biological state, emotional stability and motivation
in learning a second language.
Nihongo. It is the Japanese language or language spoken in Japan.
Nihongo Kyoiku.. It refers to the teaching of Japanese as a second language –
‘JSL’- to speakers of other language.
Parent related factors. These are the variables that describe the moral and
educational assistance of parents concern to their children.
Second Language Acquisition (SLA). It refers to the subconscious or conscious
processes by which a language other than the mother tongue is learned in a natural
or a tutored setting.
Teacher related factors. These are the influence of teachers on students’
proficiency (native or non-native speaker), qualifications and experience, personal
qualities and dedication.
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Research Hypotheses
1. There is no effect of age and gender to the difficulties of learning
Nihongo by the respondents.
2. The factors affecting the difficulties in learning Nihongo differ.
3. There is no significant difference on the extent by which related
contributing factors such as learner, parent, environment, teacher and
home contribute to the difficulties of learners in Nihongo, by the
respondents.
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METHODOLOGY
Locale of the Study
This study was conducted at ‘Abong’ #03 Bukaneg Street, Legarda Road,
Baguio City during the second Sunday meeting of Japanese descendants in
the Cordillera. The “Abong”, the meeting place for the Filipino-Japanese
descendants of the Cordillera was started by a dozen of Baguio-Benguet
descendants, then founded by Sister Theresia Unno, a member of the Franciscan
Missionaries of Mary, in the year 1972. At present, it is renamed as the Filipino-
Japanese Foundation of Northern Luzon, Inc. established in 1987. In 2004, its
membership is at least 1788 and its current president is no other than the
Honorary Consul of Baguio City, Carlos B. Teraoka.
Respondents of the Study
The respondents of this study are composed of 142 descendants coming
from the different areas of the Cordillera as far as Bontoc, Kalinga, Abra, Benguet
and La Trinidad who are attending regular meetings of the Filipino-Japanese
Association of Northern Luzon. One of agenda of the meeting includes Japanese
language lesson. Respondents are descendants from the second generation who
are half Filipino-Japanese, third generations are the grand children and fourth are
the great grandchildren.
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Instrumentation
The research used the descriptive method with a survey questionnaire as a
main data-gathering tool. The tool consists of questions related to the
respondents’ age, gender and the different contributory factors affecting the
difficulties in learning Nihongo.
To insure the extraction of answers for the objectives of the study the
researcher supplemented the questionnaire with a personal interview to the
respondents.
ANOVA (Analysis of Variance) was used in determining the extent of
different factors in the difficulties in learning Nihongo and t – test to test the
significance of means.
Data Gathering
Before the researcher administered the questionnaire, she sought the
permission and made appointments with the respective officer in-charge of the
organization involved. She finally administered the survey questionnaire with the
help of the social workers of the organization and was allowed to conduct and
retrieve the questionnaire.
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Statistical Analysis
Data collected were tabulated and analyzed with the use of appropriate
statistical tools. Descriptive statistics such as mean, frequency and percentage and
ranking were determined. Analysis of variance was used as a statistical equation
to compare the extent of contributory factors and t – test for the significance of
mean.
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RESULTS AND DISCUSSION
This section includes the presentation analysis and interpretation of the data
gathered which covers the age and gender of respondents. It also presents the
respondents perception on the identified related contributory factors that affect the
learning difficulties in Nihongo.
The succeeding tables present the personal characteristics of the respondents
in terms of gender, age and related contributory factors such as learner, parent,
environment, teacher and home in the learning difficulties in Nihongo.
Gender.
Table 1a presents a summary of gender difference in learning Nihongo as
a second language where 43 respondents or 30 percent are males while 99 or 70
percent, females. The findings indicate that in this area of the study, females
dominated the study of Nihongo who are Japanese descendants in the Cordillera.
Table 1a Gender of respondents
PARTICULAR FREQUENCY PERCENT RANK
a. Gender
Male 43 30 2
Female 99 70 1
TOTAL 142 100
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Table 1a reveals that gender affect the learning in Nihongo. It rejects the
research hypothesis of this study that gender does not affect the learning of
Nihongo. There are more females than males in the learning of Nihongo.
Hence the result of this present study confirms the theory of McCarthy
(1988) that women are more skilled with language function compared to men. She
also stressed that it has something to do with language acquisition as related to
physiological development. She even added that biologically speaking, females
mature earlier compared to males, which maybe the result in a more expert way of
getting into the language. Similarly, with the result of this study, women
respondents showed concern and importance in the learning of Nihongo and also
in answering the questionnaire.
Furthermore, investigation on gender difference in language learning Cook
(1991) found out that girls were better in all language skills. She also added that
in talking to foreign language teachers in every country, second language learners
were girls and only one boy in four girls studying languages in linguistics
department.
Similarly, gender is a major factor affecting language acquisition according
to Holmes (1991). Females have been found to produce more standard language
than males, a pattern that continues on through adulthood. Women appear to use
language more polite than men.
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Age.
Table 1b shows the different age bracket of respondents from 8 –61years
of age. They are as follows: from 8 – 15 there were 30 respondents or 21 percent
of them, 19 or 13 percent fall under the age of 16 – 20; and 17 or 12 percent
whose age ranged from 21 – 28.
Table 1b Age of respondents
PARTICULAR FREQUENCY PERCENT RANK
b. Age
8 – 15 30 21 1
16 –20 19 13 4
21 –28 17 12 5
29 – 36 27 19 2
37 – 44 5 4 7
45 – 52 23 16 3
53 – 60 5 4 7
61 - and above 16 11 6
TOTAL 142 100.00
MEAN 36
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Table 1b showed that respondents whose age range from 29 – 36 are 27
or 19 percent, 5 or 4 percent under the age of 37 – 44; ages 45 – 52 are 23 or 16
percent; and ages ranging from 53 –60 are only 5 respondents or 4 percent, and
under the age bracket of 61 and above is 16 or 11 percent respondents. The mean
age of respondents is 36. This findings reveals that majority of the respondents is
at the age peak bracket of their career that are actively involved in learning
Nihongo.
Results show in this table that there is an effect of age in the learning of
Nihongo. It rejects the research hypothesis that age does not affect the learning of
Nihongo. The result of the study also reveals that adults dominated the study in
Nihongo.
Krashen et al (1979) supports the result of this study that rate and
success in the study of second language learning appear to be strongly influenced
by age of the learner. It was found that adults outperformed the children. Since
adults have greater motivation and also speculate that because older learners are
more engaged in keeping a conversation going, they may learn more rapidly than
younger learners which correspond to Brown (1981) who identified motivation
and attitude affect language learning such that adult learners are persistent learner
in striving for a goal like learning of Nihongo by the Japanese descendants of the
Cordillera. Most of the respondents are adult women and appear to have more
attention on Japanese language learning, since young children do not understand
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yet the importance of learning other languages. This is evident then that older
learners are better than the young children.
In addition Allwright & Bailey (1991) indicate that adult learns better than
children. Adults are more excited to start quickly but slow down as soon as they
learn a little that can be used for simple conversation, while young children prefer
informal learning such as play-like learning situation. The use of teaching method
should vary according to the age of a learner because a particular learner prefers a
particular lesson.
Learner Related Factors
The table 3a indicates the extent by which learner related factors
contributed to the difficulty in learning Nihongo. Further, the learner related
factors are poor study habits, negative attitude towards the lesson, irregular
attendance in class, lack of concentration in the lesson and poor mental ability to
cope with the lesson. The factor poor study habit projected a weighted mean of
2.60, which is described as having contributed moderately to the respondent’s
difficulty in learning Nihongo.
In the second related factor, negative attitude towards the lesson,
manifested a weighted mean of 2.73 was obtained from the respondents answer
with a corresponding description of contributed moderately. This indicates that
some of the respondents of the study accepted that their negative attitude towards
the lesson has contributed moderately to their difficulty in learning Nihongo.
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Table. 3a Extent of learner related factors as contributory to the difficulties in
learning Nihongo as perceived by the descendants in the
Cordillera.
LEARNER RELATED
FACTORS MEAN RANK DESCRIPTION
1. Poor study habits 2.60 2 C Mo
2. Negative attitude
towards the lesson 2.73 1 C Mi
3. Irregular attendance 2.25 3 C Mi
in class
4. Lack of concentration 2.23 4 C Mo
5. Poor mental ability to 2.05 5 C Mi
cope with the lesson
Total Average
Weighted Mean 2.37 C Mi
Legend:
Arbitrary
Values Statistical Limit Description: Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory NC
Next, irregular attendance in class, showed a weighted mean of 2.25
from the respondents. This revealed that this learner related factor has contributed
minimally to the difficulty in learning Nihongo.
The fourth learner factor, lack of concentration in the lesson, has a weighted
mean of 2.23 obtained from the data gathered from the respondents. This points
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out that the lack of concentration factor minimally contributed to the respondents’
difficulty in learning Nihongo.
Respondents’ poor mental ability to cope up with the lesson as a last
learner related factor has also been revealed by the respondents to contribute
minimally to their difficulty in learning Nihongo. This was manifested by the
respective computed weighted mean of 2.05.
An average weighted mean of 2.37 (C Mi) was obtained from the Japanese
descendants in the Cordillera. This shows that learner related factors such as poor
study habits, negative attitude, irregular attendance, lack of concentration and
poor mental ability to cope up with the lesson contributed minimally to the
difficulty of learning Nihongo as perceived by the respondents of this study.
It can be deduced from the presented findings that the most common factors
that contributed moderately to the difficulty in learning Nihongo are negative
attitude towards the lesson, and poor study habits. Factors contributing minimally
include irregular attendance, lack of concentration and poor mental ability to cope
up with the lesson, in this sequence of arrangement.
The above results confirm, the findings of Cook (1991), which pointed out
those learners who have definitely positive attitudes, outgoing, sociable and
persons learn second language better than a shy person. Positive related factors
result to better performance and lower the degree of difficulty encountered in
learning second language.
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Another study that confirms the result of this present studyis that of Dulay
and Burt (1977) which found that learners with high motivation and self
confidence and with low anxiety obtain more and let in more input, while learners
with low motivation, little confidence, and high anxiety had little input.
Parent Related Factor
Table 3b presents Parent related factors; parent failure to stress the
importance of learning other language, poor encouragement on child’s
educational development, and lack of interest on child’s learning other language
have been ranked accordingly by the respondents as having contributed
minimally.
An over all average weighted mean of 1.89 reveals that parent related
factors have contributed minimally to the difficulty in learning Nihongo.
This study is supported by the findings of Schumann and Schumann (1977)
that a positive parent related factor enhances a second language learner’s
performance and lower the degree of difficulty encountered in learning the
language. Hence, most children learn their second language with the influence of
their parents.
It is generally presumed that positive parent child relationship influences to
cultivation of the intellectual capability of the child particularly during childhood.
Parent’s motivation promotes efficient and effective learning in second language.
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Table 3b Extent of parent related factors as contributory to the difficulties in
learning Nihongo as perceived by the Filipino- Japanese
descendants in the Cordillera.
PARENT RELATED
FACTORS MEAN RANK DESCRIPTION
1. Lack of interest on 1.84 3 C Mi
child’s learning other
language
2. Poor encouragement on 1.88 2 C Mi
child’s educational
development
3. Failure to stress the 1.94 1 C Mi
importance of learning
other language
TOTAL Average
Weighted. Mean 1.89 C Mi
Legend:
Arbitrary
Values Statistical Limit: Description Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
Another finding that confirms the present study of Mowrer’s (1960) on
the account of motivation in first language learning reveals that the child
associates the language he hears with his parents so that learner maybe motivated.
Similarly, Brown (1981) describes that mother’s function serves to teach language
and to socialize the child. Parents are the models, the primary motivator as to
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communicate, to understand and to be understood, and know their Child’s
language ability. The way parents talk to their children influences how rapidly
the child acquires the language in order to facilitate the exchange of meanings.
Learning Environment Related Factors
Table 3c points out the extent of learning environment related factors which
include lack of appropriate Nihongo books and other learning materials,
classroom is not conducive to learning, adjustment on different students attitude
and big classes. It also implies the extent of learning environmental related factors
that contribute to the difficulty in learning Nihongo encountered by the
respondents.
The same table showed the extent of factors contributing to the difficulties
of respondents in learning Nihongo, like lack of appropriate Nihongo books and
other learning materials with a weighted mean of 2.58 or contributed moderately
(C Mo), classroom not conducive to learning with a weighted mean of 1.85 or
contributed minimal (C Mi) and adjustments on different students attitude with a
weighted mean of 1.86 or contributed minimally (C Mi). These show that the
environment related factors have a total weighted mean of 2.10 and a description
of contributed minimally to the respondent’s difficulty in learning Nihongo.
In support to this study, Cook (1991) affirmed that the organization and
control of classroom take place through language, and auspicious learning
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environmental factors in learning second language, provides a different kind of
input from a natural setting.
Table 3c. Extent of environment related factors as contributory to the
difficulties learning Nihongo as perceived by the Japanese
descendants in the Cordillera.
LEARNING ENVIRONMENT
RELATED FACTORS MEAN RANK DESCRIPTION
1. Lack of appropriate 2.58 1 C Mo
Nihongo books and other
learning materials
2. Classroom is not 1.85 3 C Mi
conducive to learning
3. Adjustments on different 1.86 2 C Mi
Students attitude
Total Average
Weighted. Mean 2.10 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contribute Very Much C MV
3 2.51 – 3.50 Contribute Moderately C Mo
2 1.51 – 2.50 Contribute Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
The present findings also corresponds to Ellis (1983) linguistic environment
that varying individual environment is significant contributor to all aspects of the
language learning process, as apparently contributing minimally to the difficulties
of learning Nihongo as perceived by the respondents of this present study.
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Teacher Related Factors
The next table shows the extent of teacher related factors include teacher
cannot relate to different culture of learners, teacher does not appreciate students,
poor teacher learner relationship and teacher does not explain the lesson well.
Table 3d Extent of teacher related factors as contributory to the difficulty in
learning Nihongo as perceived by the Japanese descendants in
the Cordillera.
TEACHER
RELATED FACTORS MEAN RANK DESCRIPTION
1. Teacher cannot relate
to different culture of
learners. 1.73 1 C Mi
2. Teacher does not appreciate
students. 1.55 2.5 C Mi
3. Poor teacher learner 1.55 2.5 C Mi
relationship
4. Teacher does not explain
the lesson well 1.51 4 C Mi
Total Average
Weighted Mean 1.59 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.50 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.51 Contribute Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
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In table 3d, respondents ranked the factors respectively as follows: teacher
cannot relate to different culture of learners, poor teacher relationship, teacher
does not appreciate students, and teacher does not explain the lesson well. The
total average weighted mean of 1.59 tells that these factors have contributed
minimally to the difficulty of learners learning Nihongo.
The finding agrees with Nunan (1990), which suggests that effective
teaching develops successful student learning. A reflective teacher should know
the art and craft of teaching related to the teacher’s specific knowledge of the
subject matter, knowledge on teaching the subject matter and knowledge on
teaching in general. Language teachers should also install the groundwork and
take the risk to provoke change and mold the best and brightest learners.
Furthermore, Lado (1964) also implies that the goal of teaching is to
develop students’ potential and to enable them to ‘come alive’ through second
language learning. Language teacher strategies could also be a factor, which bears
effect on the learners. The entire above teacher related factors mix and interplay
to be the reason or possibilities of the result of this present study as contributed
minimally by the respondents.
However, Ellis (1983) signifies that the study of being a successful
language learner reveals a greater variation in attitudes towards the role of the
teacher where learners need the sympathy of the teacher. Adult learners want
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logical, clear, and systematic teachers while younger learners prefer more on
variety of materials to be used in ways to discovery.
Home Related Factor
Home related factors in the table below reflects the extent of home is not
ideal for learning, moving on from a place to another and very far from school.
The extent of these factors contributed equally to the difficulty in learning
Nihongo as perceived by the respondents.
Table 3e. The extent of home related factors as contributory to the difficulties
in learning Nihongo as perceived by Japanese descendants in the
Cordillera.
HOME RELATED
FACTORS MEAN RANK DESCRIPTION
1. Home is not ideal
for learning 1.60 3 C Mi
2. Moving on from
place to another 1.61 2 C Mi
3. Very far from
school 1.88 1 C Mi
Total Average
Weighted Mean 1.70 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
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As shown in table 3e, learners responded that home is not ideal to learning
with a weighted mean of 1.60 and with a description of contributes minimal (C
Mi) to the difficulty of learners learning Nihongo.
Likewise, moving on from one place to another had a weighted mean of 1.61
with a description of contributes minimal (C Mi) to the difficulty of learners
learning Nihongo.
Very far from school revealed minimally contributed (C Mi) with a
weighted mean of 1.88 to the difficulty of learners learning Nihongo.
An average weighted mean of 1.70 contributed minimal (C Mi) was
obtained from the data. This explains that home-related factors contributed
minimally to the learners learning Nihongo as perceived by the respondents from
the Japanese descendants of the Cordillera.
With great similarity to the results of this study, Ornstein et al (1984)
explained that safe and orderly home, frequent monitoring of learners, progress at
home lead to successful achievement of learners. In addition, the author affirmed
that to learn a foreign language is challenging, in which a learner should be
determined, appreciate the target language and also the culture and more
importantly practice the language by speaking to someone, as they say practice
makes perfect and most of all learning by heart.
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Table 4 . Extent of contributory factors to the difficulties in learning Nihongo
CONTRIBUTORY WEIGHTED RANK DESCRIPTION
FACTORS MEAN
1. Learner 2.37 1 C Mi
2. Parent 1.89 3 C Mi
3. Environment 2.10 2 C Mi
4. Teacher 1.59 5 C Mi
5. Home 1.70 4 C Mi
Total Average
Weighted Mean 1.93 C Mi
Furthermore, the hypothesis, there is no significant difference on the extent
by which related contributing factors such as learner, parent, environment, teacher
and home contribute to the difficulties of learners in Nihongo is rejected since the
computed F- value of 8.45 is greater than the Tabular F-value of five (5) percent
level of significance that is 3.06 which is not the same and therefore the
hypothesis is rejected. As such, the different contributing factors have greatly
affected the difficulties of learning Nihongo.
To further test the effectivity of contributory factors in the difficulties of
learning Nihongo, the t-test is used. The significant results imply that there is a
great gap in the computed difference. In comparing learner and parent factors, the
computed value is 10.955, which is very much greater than the tabular value of
2.447 at.05 level of significance. This means that the learner related factor is
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much higher in the extent of difficulties in learning Nihongo than parent related
factor, as for the not significant result, this implies that there is no great gap in the
computed difference on the extent by which related contributing factors such that
between learner and learning environment related factors are not significant.
The result coincides with the research hypothesis that the factors that contribute to
the difficulties in learning Nihongo differ. Hence results show in the further test
that contributing factors are not the same. These imply that factors such as learner
related, parent related, environment related, teacher related, and home related
factors contribute to the difficulties in learning Nihongo differ.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study focuses on the difficulties of learners learning Nihongo
encountered by the Japanese descendants attending Nihongo class every second
Sunday of the month. The meeting place is Abong Legarda Road Baguio City and
respondents come from the different areas of the Cordillera.
Its specific objectives are the following: to determine the effects of age and
gender to the difficulties in learning Nihongo, to find out the different factors that
affect the difficulties in learning Nihongo. Further, It determined the extent by
which contributory factors influence the difficulties encountered by the
respondents in learning Nihongo as to the Learner, Parent, Environment,
Teacher and Home. The scale that was used for measuring the extent of
difficulties in learning Nihongo is as follows: 1 contribute very much, 2
contribute moderately, 3 contribute minimally and 4 Not contributory.
One hundred forty two (142) Japanese descendants are respondents of this
study. The descriptive method of research is employed making use of survey
questionnaire as a tool to gather the data.
Collected data were analyzed and interpreted using frequency, percentage and
weighted mean. The methods used to test the hypotheses are ANOVA and the t –
test.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
48
Findings
The salient findings of the study are the following:
1. Gender and age affect the learning of Nihongo. There are one hundred
forty two respondents 70 percent female and thirty percent male. Females
dominated the learning of Nihongo. Less than one-half (thirty percent) of the
respondents are within the ages of eight and fifteen years while nineteen percent
is in the age range of sixteen and twenty. Ages, twenty-one and twenty-eight are
seventeen percent and ages ranging from twenty nine to thirty-six are twenty
seven percent. The ages ranging from thirty-seven to forty-four are only five
percent, from age forty-five to fifty two are twenty three percent and ages ranging
from fifty-three to sixty are also then five percent. The oldest age ranging from
sixty and above is sixteen percent. The youngest age was eight years old and the
oldest age was seventy years old with a mean age of thirty-six years of age.
2. Learner related factors with a total weighted mean of 2.37 contributed
minimal to the difficulties in the learners learning Nihongo. Negative attitude
towards the lesson ranked first with an average weighted mean of 2.73 contributes
moderately and poor study habits ranked second with an average mean of 2.6
contributing moderately. Irregular attendance in class with 2.25 weighted mean
contributed minimally and ranked third. This indicates that the extent of influence
of learner related factors in the difficulties in learning Nihongo vary greatly
according to personal judgment and intentions of learners learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
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3. In the parent related factors, the total weighted mean is 1.89
contributed minimal to the difficulties encountered by the respondents. Among
the parent related factors the failure to stress the importance of learning other
languages ranked first with a weighted mean of 1.94 contributed minimal. Poor
encouragement on child’s education development comes next as contributed
minimally. This indicates that the influence of this factors to the difficulties
encountered by the respondents occurred similarly. This also indicates that the
influence of these factors among respondents did not vary from one another and
that parents have common attitude towards their children in learning of other
language.
4. Learning environment related factors had a total weighted mean of
2.10 contributed minimally to the difficulties in learners learning Nihongo. The
lack of appropriate Nihongo books and other learning materials top most with a
weighted mean of 2.58 contributed moderately. This indicates that the influence
of factors related to learning environment to the learners learning Nihongo varies
from one factor to the other.
5. Teacher related factors with (1.59 weighted mean) contributed
minimally to the difficulties in learning Nihongo. This shows that the influence of
teacher related factors to the difficulties of learners learning Nihongo was less
favorable.
Difficulties of Japanese Descendants in learning Nihongo:
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50
6. Home related factors with a weighted mean of 1.70 contributed
minimal to the difficulties in learners learning Nihongo by the respondents. This
indicates that the influence of these factors to the difficulties of learners learning
Nihongo was lower in importance.
7. Related contributing factors such as learner, parent, environment,
teacher and home are not the same, which means that there is a significant
difference in the difficulties of learners learning Nihongo.
Conclusions
Based on the foregoing findings, the following conclusions are drawn:
1. Female respondents compose the majority of the learners in Nihongo.
The mean age of respondents is thirty-six. Adults outperformed the children in
learning Nihongo.
2. Learner related factors such as poor study habits, negative attitude
towards the lesson, irregular attendance in class, lack of concentration and poor
mental ability to cope with the lesson contributed minimally to the difficulties of
learners learning Nihongo.
3. Parent related factors such as parent’s lack of interest on child’s
learning other language, poor encouragement on child’s educational development
and failure to stress the importance of learning other language contributed
minimally to the difficulties of learners learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
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51
4. Learning environment related factors such as lack of appropriate books
and other learning materials, contributed moderately to the difficulties of learners
while classroom is not conducive to learning and adjustments on different
students attitudes, contributed minimally to their difficulty in learning the
Japanese language.
6. Teacher related factors, which includes teacher, could not relate to
different culture of learners, teacher does not appreciate learners; poor teacher
learner relationship and teacher does not explain the lesson well contributed
minimally to the difficulties of learners learning Nihongo.
7. Home related factors such as home is not ideal for learning, moving on
from place to another and very far from school contributed minimally to the
respondents’ difficulty in learning the Japanese language.
Recommendations
Based on the conclusions, the following are recommended:
1. Age does not matter in learning other languages, as learning is a
continuous process, young and old are accepted with pleasure.
2. The Filipino-Japanese descendants and students or learners of the Japanese
language should appreciate and practice - exercise simple words like greetings,
simple daily expressions in order to develop skills of the Japanese language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
52
3. Nihongo teachers should implement the learner’s lesson preferences
and look over into the needs of learners in the teaching of the Japanese language.
a. Parents and teachers should work together to help the child
develop good study habits at an early age.
b. Learners should be encouraged to develop a positive attitude
towards learning other language and that teachers should make
and present interesting lessons.
c. Both teachers and parents should monitor learners who are
irregular in class attention.
d. The Teacher should identify learners who are fast, average and
slow learners and apply the mastery strategy such as: giving
enrichment activities to the fast learners and corrective or catch –
up instructions to the slow learners.
e. Training centers, schools and teachers should provide
appropriate books and references for students learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
53
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An Assessment / Caroline I. Pay-An. 2006
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Appendix A
LETTER OF REQUEST TO ADMINISTER QUESTIONNAIRES
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
August 14, 2005
Engr. Leopoldo S. Escano
Executive Director, FJFNLI
“Abong”, #03 Bukaneg Street
Legarda Road, Baguio City
SIR:
Greetings!
The undersigned is a graduate student of Benguet State University.
Presently, she is conducting a research entitled: “Difficulties of the Japanese
Descendants in Learning Nihongo: An Assessment”, in partial requirements
of her course, Master of Arts in English as a Second Language.
In view thereof, the undersigned respectfully ask permission from
your good office that she be allowed to administer questionnaires to the
members of the Filipino-Japanese descendants during second Sunday
meetings. It is hoped that the findings of this study would contribute to the
improvement of the descendants and the organization.
Thank you and your favorable action on the matter are highly
appreciated.
Respectfully,
Caroline I. Pay-an
Noted:
(Sdg) Myrna B. Sison
Adviser
(Sdg) Tessie M. Merestela, D. Agr.
Acting Dean- Graduate School
APPROVED:
(Sgd) Engr. Leopoldo S. Escano
Executive Director, FJFNLI
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix B
LETTER TO THE RESPONDENTS
August 14, 2005
Dear Respondents:
The undersigned is presently conducting a research on the
“Difficulties of the Japanese Descendants in Learning Nihongo: An
Assessment ”. Your indulgence in providing necessary information for this
study is sought through your honest answers on the attached questionnaire.
Data and information derived from this study will further improve
the learning of Nihongo (Japanese Language). Responses gathered will be
kept with utmost confidentiality.
Thank you and God bless.
Respectfully,
Caroline I. Pay-an
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Appendix C
QUESTIONNAIRE
Direction:
Please provide all needed information in this questionnaire and leave no
item unanswered. Also indicate your answers to the other items by checking
the most appropriate among the given choices that describes your situation.
For some information not directly asked in the questionnaire, please write
them on the blank provided.
I. Personal Information:
1. Name: (Optional)________________________ Gender: ____ F ____ M
A Age: (Please check)
____ 8 – 15 yrs. old ______ 37 – 44 yrs. old
____ 16 – 20 yrs. old ______ 45 – 52 yrs. old
____ 21 – 28 yrs. old ______ 53 – 60 yrs. old
____ 29 – 36 yrs. old ______ 60 and above
II. Listed below are factors that may contribute to your difficulties in learning
Nihongo (Japanese language). Check the column, which you believe applies to
your situation.
Contributes Contributes Contributes Not
Very Much Moderately Minimally Contributory
A. Learner Related Factors 1 2 3 4
1. Poor study habits ______ ______ ______ ______
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2. Negative attitude
towards the subject ______ ______ ______ ______
3. Irregular attendance
in class ______ ______ ______ ______
4. Lack of concentration ______ ______ ______ ______
5. Poor mental ability to
cope with the lesson ______ ______ ______ ______
6. _________________ ______ ______ ______ ______
(others please specify)
B. Parent Related Factors
1. Lack of interest on
child’s learning other
language ______ ______ ______ ______
2. Poor encouragement on
child educational
development ______ ______ ______ ______
3. Failure to stress the
importance of learning
other languages ______ ______ ______ ______
4. __________________
( Others please specify) _______ ______ ______ ______
Difficulties of Japanese Descendants in learning Nihongo:
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C. Learning Environment
Related Factors
1. Lack of appropriate
Nihongo books and
other learning materials ______ ______ ______ ______
2. Classroom is not
conducive to learning ______ ______ ______ ______
3. Adjustments on
different students
attitude ______ ______ ______ ______
4. __________________ ______ ______ ______ ______
( Others please specify)
D. Teacher Related Factors
1. Teacher cannot relate
to different culture of
learners. ______ ______ ______ ______
2. Teacher does not appreciate
Students. ______ ______ ______ ______
3. Poor teacher-learner
relationship ______ ______ ______ ______
4 Teacher does not explain
the lesson well. ______ ______ ______ ______
5. _________________
( Others please specify) ______ ______ ______ ______
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E. Home Related Factors
1. My home is not ideal
for learning. ______ ______ ______ ______
2. Moving on from place
to another. ______ ______ ______ ______
3. Very far from school ______ ______ ______ ______
4. __________________ ______ ______ ______ ______
(Others please specify)
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 1a. Number of respondents
PARTICULAR FREQUENCY PERCENT RANK
c. Gender
Male 43 30 2
Female 99 70 1
TOTAL 142 100
Appendix Table 1b. Age of respondents
PARTICULAR FREQUENCY PERCENT RANK
b. Age
8 – 15 30 21 1
16 –20 19 13 4
21 –28 17 12 5
29 – 36 27 19 2
37 – 44 5 4 7
45 – 52 23 16 3
53 – 60 5 4 7
61 - and above 16 11 6
TOTAL 142 100.00
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 3. Extent of learner related factors contribute to the
difficulties of learners learning Nihongo as perceived
by the Japanese descendants of the Cordillera.
CONTRI CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
LEARNER BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Poor study habits 18 63 47 14 369 2.60 C Mo
2. Negative attitude
towards the lesson 37 47 41 17 388 2.73 C Mo
3. Irregular attendance
in class 16 38 53 35 319 2.25 C Mi
4. Lack of concen-
tration 15 39 52 36 317 2.23 C Mi
5. Poor mental ability to
cope with the lesson 14 29 49 50 291 2.05 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 4. Extent of parent related factors contribute to the
difficulties of learners learning Nihongo as perceived by
the Filipino-Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
PARENT BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED FACTORS VERY MODE- MINI- BUTE
MUCH RATELY MALLY
1. Lack of interest on
child’s learning other
language 7 29 41 85 262 1.84 C Mi
2. Poor encouragement on
child’s educational
development 7 33 38 64 267 1.88 C Mi
3. Failure to stress the
importance of learning
other language 8 30 50 54 276 1.94 C Mi
Legend:
Arbitrary
Values Statistical Limit: Description Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 5. Extent of learning environment related factors contribute to
the difficulty of learners learning Nihongo as perceived
by the Filipino-Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
ENVIRONMENT BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
FACTORS MUCH RATELY MAL
1. Lack of appropriate
Nihongo books and other
learning materials 38 38 35 31 367 2.58 C Mo
2. Classroom is not
conducive to learning 7 25 50 60 263 1.85 C Mi
3. Adjustments on different
Students attitude 3 30 53 56 264 1.86 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contribute Very Much C MV
3 2.51 – 3.50 Contribute Moderately C Mo
2 1.51 – 2.50 Contribute Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 6. Extent of Nihongo teacher related factors contribute to the
learners learning Nihongo as perceived by the Japanese
descendants in the Cordillera.
CONTRI CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
TEACHER BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Teacher cannot relate
to different culture of
learners. 5 26 37 74 246 1.75 C Mi
2. Teacher does not appreciate
students. 5 16 31 90 220 1.55 C Mi
3. Poor teacher learner
relationship. 1 18 39 84 220 1.55 C Mi
4. Teacher does not explain
the lesson well. 4 15 31 92 215 1.51 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.50 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.51 Contribute Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 7. The extent of home related factors contribute to the
difficulty of learners learning Nihongo as perceived by
the Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
HOME BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Home is not ideal
for learning 5 16 38 83 227 1.60 C Mi
2. Moving on from
place to another 7 15 36 84 229 1.61 C Mi
3. Very far from
school 15 17 46 64 267 1.88 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix table 8. Result of Hypothesis Testing #3 on the extent by which related
factors such as learner, environment, teacher and home
contribute to the difficulties of learners in Nihongo.
Perceptions Compared
F (0.05)
F comp Findings
of
Status of
Difference Ho
Extent of Contributory
Factors to the
Difficulties of Japanese 3.06
8.45
Significant Rejected
Descendants in
Learning Nihongo
F comp = 8.45 F comp > F 0.05
F (0.05) = 3.06 8.45 > 3.06
Legend:
F comp == computed F—value resulting from computations using ANOVA
F (0.05) == Tabular F—value of five (5) percent level of significance
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 9: Further Test of Significance using t-test (test for two sample
means)
Combined
Computed Value
Table Value Result
Contributing factors
T (learner & parent related
10.955 2.447
Significant
factors
T (learner & learning
1.107 2.447
Not
Significant
environment related factors)
T (learner & teacher related
1.738 2.365
Not
Significant
factors)
T(learner and home related
3.698 2.447
Significant
factors)
T(parent & learning
0.863 2.776
Not
Significant
environment related factors)
T(parent & teacher related
0.884 2.776
Not
Significant
factors)
T (parent & home related
1.975 2.776
Not
Significant
factors)
T(learning environment &
0.048 2.571
Not
Significant
teacher related factors)
T(learning environment &
1.547 2.776
Not
Significant
home related factors)
T(learning environment
4.256 2.571
Significant
&teacher related factors)
Difficulties of Japanese Descendants in learning Nihongo:
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N = 18
Ex = 11.86 + 5.66 + 6.26 +6..36 + 5.09 = 35.24
E2x= 28.4508 + 10.6836 +13.5385 + 10.078 + 8.6865 + 71.4374
TSS = 71.4374 – (35.24) 2 = 2.445311111
18
SS b = (11.86) 2 + (5.66) 2 + (6.29) 2 + (6.34) 2 + (5.09) 2 = (35.24) 2
5 3 3 4 3 18
= 1.691331111
SS w = TSS –SS b
= 2.445311111 – 1.691331111
= 0.75398
SS b = 1.691331111 = 1.69 F = 0.4225
0.05
SS w = 0.75398 = 0.75 = 8.45
There is a significant difference.
Conclusion:
That the extent of related factors contributing to the difficulties of learning
Nihongo such as learner, parent, environment, teacher and home is not the same.
Difficulties of Japanese Descendants in learning Nihongo:
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BIOGRAPHICAL SKETCH
The researcher was born on the 7th of August at Lamtang, La Trinidad, a
Japanese ancestry and active member of the Filipino-Japanese Friendship
Association of Northern Luzon Inc. at the present time. Her father is a native of
Kibungan Central and the mother is a Japanese descendant who originally comes
from Guisad, Baguio City.
She enjoined and completed her elementary education at Kibungan Elementary
School, and her secondary at the University of Baguio High School. She is a
graduate and registered midwife as her former career. As a Japanese descendant
she went to Japan for further study of the Japanese language and passed “The
Japanese Language Proficiency Test” where her teaching career started. The
realization of deficiency was a challenged and finished her Bachelor of Science in
Secondary Education and passed the license sure Examination for teachers.
Having attended by good luck and faith, her services was an urgent need
especially in teaching foreign language and was employed in different
institutions.
In the call of profession another realization came along, the need to refresh and
to renew by stimulation for further study. At present, she is striving to accomplish
her Master of Arts in English as a Second Language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
CAROLINE I. PAY-AN October 2006. Difficulties of Japanese
Descendants in learning Nihongo: An Assessment. Benguet State University, La
Trinidad, Benguet.
Adviser: Myrna B. Sison
ABSTRACT
This study focused on the difficulties of Japanese descendants in learning
Nihongo. Specifically, it tried to determine the effects of age and gender in learning
Nihongo, find out factors that contribute to the difficulties and the extent of contributory
factors that affect the difficulties of respondents on this second language.
The study consisted of 142 randomly selected Japanese descendants from the
Filipino-Japanese Association of Northern Luzon, Inc. A descriptive survey method
using prepared questionnaires and personal interviews were used to gather the data.
Statistics such as mean and ranking were used. The t-test is used to further test the
significance and Analysis of variance was used to compare the variables.
Findings showed that the respondents ranged in age from 8 to 61 years, with a
mean age of 36 years. Age of the learner strongly contributes to the success of second
language learning. It was found out that adults outperformed the children since adults
have greater motivation and are persistent learners. Female dominated the learning in
Nihongo.
The contributory factors such as Learner related factors, parent related factors,
learning environment related factor, teacher related factors, and home related factors in
the analysis of variance showed significant differences on the extent of learning
difficulties contributing to the respondents learning Nihongo.
Moreover, the leading most serious learner contributory factor that significantly
contributed to the difficulties in learning Nihongo that perceived by the respondents is
negative attitude towards the lesson ranked as first to have the greatest effect on the
difficulties in learning Nihongo. The next is poor study habits, lack of concentration, poor
encouragement of parents on child’s educational development, failure of parents to stress
the importance of learning other languages, and classroom not conducive to learning
arranged according to rank respectively.
It is then suggested that parents patiently encourage and help their children
develop proper study habits, to arouse the interest of their children to learn other
languages. Furthermore, parents should stress the importance of learning other major
languages of the world the key to participate and embrace open opportunities. Finally,
to foster school administrator, foreign language teachers, language learning centers,
coordinators, and other concerned organizations should foster and provide appropriate
classrooms conducive to learning.
ii
TABLE OF CONTENTS
Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . 4
Objectives of the Study . . . . . . . . . . . . . . . . . . 5
Importance of the Study . . . . . . . . . . . . . . . . . . 6
Scope and Delimitation of the Study . . . . . . . . . . . . 8
REVIEW OF LITERATURE . . . . . . . . . . . . 9
Conceptual Framework . . . . . . . . . . . . . . . . . . 19
Definition of Terms . . . . . . . . . . . . . . . . . . . . 24
Hypotheses of the Study . . . . . . . . . . . . . . . . . . 26
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . ………… 27
Respondents of the Study . . . . . . . . . . . . . . . . . . …….. 27
Instrumentation . . . . . . . . . . . . . . . . . . . . . . ………. 28
Data Collection . . . . . . . . . . . . . . . . . . . . . . ……….. 28
Statistical Analysis . . . . . . . . . . . . . . . . . . . . ………. 29
iii
RESULTS AND DISCUSSION
Gender of Respondents . . . . . . . . . . . . . . . . . . . ………. 30
Age of Respondents . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Learner Related Factors . . . . . . . . . . . . . . . . . . ………. 34
Parent Related Factors . . . . . . . . . . . . . . . . . . . ………. 37
Environment Related Factor . . . . . . . . . . . . . . . . . ……... 39
Teacher Related Factors . . . . . . . . . . . . . . . . . . ………. 41
Home Related Factors . . . . . . . . . . . . . . . . . . . ……….. 43
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . ……….. 49
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . ………. 51
Recommendations . . . . . . . . . . . . . . . . . . . . . ………. 52
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . ………. 54
APPENDICES
A. Letter to Administer Questionnaire . . . . . . . . . . . . . . . 58
B. Letter to the Respondents . . . . . . . . . . . . . . . ……… 59
C. Questionnaire . . . . . . . . . . . . . . . . . . . . . ……… 60
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . ………. 73
iv
1
INTRODUCTION
Background of the Study
The learning of Nihongo as a second language started in the first years
of the twentieth century, year 1903. Japanese men and few women came from
southern Japan to find work and fortune in the Cordillera. They had worked with
Filipinos in the construction of Benguet Road now known as Kennon Road,
which was American project. Those who settled form the origin of early Japanese
community. Japanese-Filipino marriages started the learning of Nihongo as a
second language. A Japanese school was opened near the famous Burnham Park
in Baguio teaching Japanese language and culture to young children. Over the
years most families in Baguio and surrounding areas speak Japanese until the
Second World War came in the Philippines. Soon after the war, Japanese men and
women were repatriated to Japan in late 1945 leaving their Filipino children. The
Filipino – Japanese children stayed behind and their children now are the
Japanese descendants.
Most of the Japanese men married local women, native speakers of Ibaloy,
Kankana-ey, Bontoc and other members of the indigenous groups of the
mountainous Cordillera ranges called “Igorots”. Some women were from the
lowlands too. However, the Igorot women were young and illiterate and also with
some of the Japanese men they married encountered language barrier and culture
shock because there was a difficulty in understanding each other’s language. The
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
2
Igorot wife’s native tongue was the language spoken in the Japanese-Filipino
home. Hence, the Japanese men had difficulty learning the wife’s language.
Likewise, both husband and wife were persistent to speak their native languages
to be able to communicate with the help of gestures and body language. Later,
Japanese children or the “nisei” half Japanese spoke Ilocano, Nihongo, Ibaloi,
kankana-ey, English and also Spanish, as evident from the researcher’s
grandmother, who settled in Guisad. Rinzo Otsuji, (the researcher’s great
grandfather), who was known to be the lone blacksmith in the Japanese
community was called “Odios” by neighbors and hired workers. However
allowed his children to learn different local dialects and English for trading
purposes. It was not only in learning other language but taught his children to help
in his work.
Most of the present descendants attest that, their Filipino mothers never
learned Nihongo well, because their fathers never took their mothers to gatherings
where Japanese language was spoken. Their mothers also did not care to go to
gatherings because they were shy and did not understand the language. This is the
reason why many descendants and their families know little about their fathers’
early lives in Japan. Up to this present generation, many descendants are still
tracing their origin in Japan. But because of language barrier, many were denied
and not recognized by relatives, except other children who attended the Japanese
school learned to read and write Nihongo as well as English during their time.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
3
Late in the 1980’s some families who were good speakers of the Japanese
language were sponsored by famous T.V station for documentaries like the
researcher’s long time family friend, the Okubo family. In the same way, the
children of pure Japanese parentage in turn acquired local dialect such as Ilocano,
Ibaloy, and Kankana-ey through play and social contact with other children and
became their parent’s guide in the business community.
Japanese descendants today find difficulty in learning Nihongo. Knowing
how to speak Nihongo is a basic tool for interpersonal communication and job
opportunity.
Despite the effects of teaching Japanese language to the descendants of the
Cordillera, by the volunteers of Japanese government under the (JOCV) Japanese
Overseas Cooperation Volunteers, most descendants have poor communication
skills. Whatever the motivation, Nihongo as a second language for Japanese
descendants is considered essential, very basic and vital in the exchange of ideas
with the Japanese people to attain better understanding and allowing themselves
to enjoy the privilege of being a Japanese descendant. As observed, the Japanese
descendants are, “unable to speak or to express themselves, full of ideas but
cannot organize and articulate them” in Nihongo.
The researcher, realizing the need to help descendants improve their
communication skills deem it necessary to undertake this study on the difficulties
in learning Nihongo as a second language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
4
Statement of the Problem
The study focused on the extent of difficulties in learning Nihongo or the
Japanese language as a second language, encountered by the Japanese
descendants in the Cordillera Region. The researcher sought to find the answers
to the following questions:
1. What effects do the following factors have on to the difficulties of
learning Nihongo by the respondents as to:
a. Age
b. Gender
2. What are the factors that contribute to the difficulties in learning Nihongo?
3. To what extent do the following contributory factors affect the learning
difficulties in Nihongo by the respondents?
a. Learner
b. Parents
c. Environment
d. Teacher
e. Home
Objectives of the study
The objectives of the study are the following:
1. To identify the effects of the following factors have on to the difficulties
in learning Nihongo by the respondents.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
5
a) Age
b) Gender
2. To find out what factors contribute to the difficulties of learning Nihongo.
3. To Determine the extent of the following factors that affect the
learning difficulties in learning Nihongo.
a. Learner
b. Parent
c. Environment
d. Teacher
e. Home
Importance of the Study
The result of this study is significant since it delved into the difficulties in
learning Nihongo. It bared the root cause of the difficulties in learning Nihongo.
Contributory factors affecting difficulties in learning Nihongo were also
determined. This will initiate the Japanese descendants of the Cordillera to study
and understand the importance of a second language, and to challenge them to
learn Nihongo better.
In addition, the data will also provide basis for Nihongo teachers and
Nihongo centers to come up with measures that will make the learning of
Nihongo meaningful simple and interesting. Likewise, This would address the
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
6
problems of today’s Japanese descendants to trace long lost relatives and be able
to work in Japan.
Furthermore, findings of this study will serve as a guide for the Japanese
descendants, foreign language teachers, Nihongo teachers in particular, students
of foreign languages, language learning centers, coordinators, parents, school
administrators and concerned organizations, as a substantial data in performing
and participating in global education to carry out their respective roles that of
guiding the development of learners to become dependable and effective citizens
of the country by offering them more opportunities to participate and become
adequately informed and knowledgeable in foreign languages.
Finally, this research would help Japanese descendants become overseas
workers in Japan to ease unemployment. For the researchers, this would be the
beginning or base line data of references for future researchers of Nihongo as a
second language.
Scope and Delimitation of the Study
This study was limited to determining the effect of age and gender to the
difficulties in learning Nihongo. Another is to find out what related contributory
factors affect the difficulties in learning Nihongo. The extent of factors affect the
learning difficulties by the respondents studied in this research work was also
limited to variables related to the learner, parent, environment, teacher and home.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
7
The respondents come from different parts of Cordillera attending 2nd Sunday
meeting and have at least 40 minutes Nihongo lessons every meeting. The
‘Abong”is the meeting place of Japanese descendants at Legarda Road, Baguio
City.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
8
REVIEW OF LITERATURE
This section presents studies relevant to the objectives of this study, which
helps to explain the interrelationship of variables that was used in the study. It
includes studies on age and gender differences in second language ability, studies
on foreign language learners difficulties, individual learner differences, which are
the learner factors influence their second language acquisition, studies on teaching
Japanese as a second language (JSL) and methodology.
Smith (1994) explained, which showed that to know only one language is
abnormal since majority of the people in this world can call themselves speakers
of at least two languages even if their mastery of each language is not identical or
a polyglot. Pure monolingualism or knowing only one language is a result either
of physical isolation from speakers of other languages or it is the result of cultural
isolation. Further he says that some people even believe that learning a second
language can be harmful, especially in the case of young children. The young
child might end up being non-native speakers in any language, or having of no
language to call their own as it is in the case of young children in the Cordillera.
They speak Tagalog or Ilocano instead of Ibaloi or Kankanaey as their native
language. Common observation does not show that bilingualism is a disadvantage
unless, of course, bilinguals are discriminated against. But generally, it is even an
advantage.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
9
In the Philippines, Ogawa (1998) pointed out that the teaching of Japanese is
branching out in many different ways. The changes in the social milieu
surrounding the teaching of Japanese have resulted to a greater diversity of
learning needs, and they require individual responses. Learning of Nihongo has
become more universal because it appeals to a wider range of learners. Every
Nihongo learner aimed to communicate in Japanese in any situation.
Thus, Selinker (1972) noted that learning a second language is not an easy
task especially if there are more linguistic items that are different in the second
language that cannot be found in the native language. The learners in acting upon
the environment construct what to them is a legitimate system of language. By a
gradual process of trial and error, or what is called unconscious learning, learners
slowly and tediously succeed in establishing closer and closer approximations to
the system used by native speakers of the language.
In the new area of a second language research, Smith (1994) stated that
second language is not target oriented, like many language learners, which
typically focus on ways of bringing the learners’ current state of knowledge into
line with the knowledge of the native speaker; the making of errors are, for
teacher and learner. They just say where the learner goes wrong. On the other
hand, not target oriented focuses on the nature of a particular current state of
knowledge in a given learner or group of learners. In other words, what the
learner knows and does at a given stage in his or her learning career is interesting
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
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as phenomena in its own right. The more mentors know about learning, the more,
should be able and actively influence learning.
Studies on Gender and Age Differences in Second Language Ability
Maher and Yashiro (1991) investigated on gender related differences in
Japanese language observations on the stereotype homogeneous speech
community that has been pursued in redefining multilingual region. It evolves and
shaped in schools and colleges. The much-quoted gender stereotype of Japanese
women’s language is being challenged as the victim of bias. Takano (2000) The
ideology of gender roles, and past mainstream work of women’s languages were
analyzed on the basis of middle-class full-time housewives.
McCarthy (1988) also theorized that girls are more skilled with their
language function compared to boys because she believes that it has something to
do with language acquisition as related to physiological development. She even
added that biologically speaking, females mature earlier compared to males,
which maybe the result in a more expert way of getting into the language.
Similarly, the theory of Hymes (1974) believes that the male production of
testosterone has an effect on the left cerebral hemisphere and that the production
of this hormone among males delays the development of the left hemisphere of
the brain, which controls the language functions of human beings.
Most frequently age is considered in discussions of individual differences in
second language ability and it is commonly believed that children are better
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
11
language learners than adults. However, according to Cazden et al. (1975) in the
rate and success of second language learning age strongly influences the learner.
Where rate is concerned, it is evident that older learners are better and reach
higher levels of proficiency, when matched according to the amount of time they
have been exposed to the second language.
Another hypothesis according to Penfield and Roberts (1959) argued that the
optimum age for language acquisition falls within the first ten years of life.
In addition, the success to second language acquisition supported by the
findings of Krashen et al (1979) states that the number of years of exposure and
starting age affect the level of success. The number of years’ exposure greatly
contributes to the overall communicative fluency of the learners.
These investigations appear confusing and contradictory however, Burstall
(1975) concludes and the writer would agree that “ the achievement of skill in
foreign language is primarily a function of amount of time spent studying that
language…”.
Studies on Ethnic Backgrounds on Language Learning
Fillmore (1980) for instance, suggests that there may be difference in the
level of attention that learners from different ethnic backgrounds typically give to
a task. She notes that Mexican children had difficulty in concentrating for a long
time while Chinese children were able to stay on task for a sustained period of
time. Cognitive eventually turn out to be an important factor in determining rate
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
12
of development. Further, Brown (1981) distinguishes motivation and attitudes,
identifiestypesofmotivation
as global motivation, which consist of a general orientation to the goal of
learning a second language. Situational motivation, which varies according to the
situation in which learning takes place, the motivation associated with classroom
learning is distinct from the motivation involved in naturalistic learning; Task
motivation, is the motivation for performing particular learning task. Brown uses
the term attitudes to refer to the set of beliefs that the learner holds towards
members of the target language group, whether they are seen as interesting or
boring, honest, or dishonest, and others also towards his own culture.
Studies on Foreign language Learners Difficulties
Ellis (1983) revealed that in the post-war years and into the 1960s, there was
a strong assumption that most of the difficulties facing the second language
learners were imposed by the first language. It was assumed that the learner’s first
language knowledge would interfere with the second language. In order to
identify the areas of difficulty, a procedure called contrastive analysis was
developed. One of the hypotheses was that with different first language would
learn a second language in different ways, as a result of negative transfer
imposing different kinds of difficulty.
Similarly, as Lee (1968) noted, “the prime cause, or even the sole cause, of
difficulty and error in foreign language learning is interference coming from the
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
13
learner’s native language”. The relationship between linguistic differences to
learning difficulty can be identified linguistically. Difficulty involves
psychological considerations as Stockwell, Bowen, and Martin (1965) have
proposed that linguistic differences can be arranged in a ‘hierarchy of difficulty’
in second language acquisition. They identified that there is no difference between
a feature of the first and second language. An item in the first language is absent
in the target language. In German, subordinate clauses require a different word
order from main clauses, whereas in English, the word order is the same in both
clause types. In the general features of Japanese words or phrases are often
omitted if they are understood from the context, even the subject and object was
often omitted. An item in the first language has a different distribution from the
equivalent item in the target language which occurs word-initially, but in English
it only occurs word medially or finally and in Japanese it occurs finally. There is
no similarity between first language feature and target language feature. In
Spanish, negation is pre-verbal, where as in English it is post verbal. In addition
English negation involved the use of the auxiliary system, whereas Spanish
negation does not, post verbal negation is use also in Japanese. Divergent
phenomena are when one item in the first language becomes two items in the
target language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
14
Individual Learner Differences and SLA
Studies dealing with language learner learning difficulty, As Fillmore (1979)
points out, on the one hand of individual differences are seen as an all-important
factor, while on the other, they are treated as relatively insignificant. Different
researches have used these labels to describe different sets of behavioral traits.
Hawkey (1982) listed some of these behavioral traits: ‘affective, cognitive, and
social factors’ while (Tucker et al. 1976) describes as, affective and ability factors
and ‘attitudinal/motivational characteristics’. In the attempt to impose some order
on this abundance of terms and concepts.
Ellis (1983) proposed to make an initial distinction between personal and
general factors. Some example, are provided by Schumann and Schumann (1977)
in a report of their own learning experiences. They include nesting patterns or the
need for a secure and orderly home base before learning can effectively begin,
transition anxiety or the stress generated by moving to a foreign place, and the
desire to maintain a personal language learning agenda.
According to Schumann and Schumann (1977) personal and general factors,
as supported by Ellis (1983) are variables that are characteristics of all learners
and strongly influence their second language acquisition. Personal factors group
dynamics, which are important in classroom second language where
competitiveness may be manifested in a desire to be out, do other languages
learners and racing through examinations. Attitudes to the teacher and course
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
15
materials learners have different views about the kind of teacher they think are
best for them. Individual learning techniques a learner is most conscious of
vocabulary and others seek out situations in which they can communicate with
native-speakers. General factors, like age suggests that this does not alter the route
of acquisition.
Cazden et al (1975) found that child, adolescent, and adult learners appear
to process linguistic data in the same way, irrespective of how old they are.
Intelligence and aptitude Oller and Perkins (1978) claims that the intelligence
does not appear to be an essential factor in first language acquisition, except those
who are severely mentally retarded, succeed in developing grammatical
competence in first language acquisition, it is possible also not very important in
second language acquisition, particularly when it is acquired naturally. Cognitive
style is a term used to refer to the manner in which people perceive,
conceptualize, organize and recall information. Each person is considered to have
more or less consistent mode of cognitive function.
Cognitive style interacts with other learner factors, while; Stern (1983)
classifies attitude towards the community and people who speak the second
language; attitudes towards learning the language concerned; and attitudes
towards language and language learning in general. Carttell (1970) describes
personality as cool/warm, shy/venturesome, not assertive/dominant. Researches
in general do not show a clearly defined effect of personality on second language
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
16
acquisition. Though Swain and Burnaby (1976) indicate that personality
characteristics are involved in promoting communicative and linguistic abilities,
sociability is related to promoting communication, and traits such as quickness in
grasping new concepts and perfectionist tendencies to the linguistic ability.
Whatever the individual differences between learners teacher has to cater for the
differences recognize and provide opportunities to each learner to benefit in their
own way.
Studies on Teaching ‘JSL’ and methodology
Japanese language teaching still has its own continuing social debate about
what constitutes ‘correct’ Japanese, which linked to social and educational norms
and goals. Byram (2004) revealed that the continues study of Japan in 1993
mainly focused on the Commission on Foreign Language Policy for the twenty-
first century. It also proposed fundamental structural change in syllabus, teacher
training, public examination exchange programs and so on, to improve learners’
communication skills.
Japan in the 21st century is experiencing globalization in an intermingling
and distant logic not merely the imposition of transitional capitalist upon
economies but also in social relation. Thus, language a sensitive constant of social
organization and human relations, likewise found itself the axis of dramatic
change. This includes the impact of new technologies, which the researcher of this
study experienced, “Workshop for Teachers of Japanese Language” an
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
17
Introduction to Minna no Kyozai Site by JICA-Net Philippine Satellite Center in
UP-Diliman (2003). Expanding the potential of Japan’s Technical Cooperation,
JICA-Net is a computerized network of digital communications that enables
simultaneous multilateral conference and distance training. JICA-Net consists of
TV conference system and distance education system (image, picture of lecturer
and power point presentation to be broadcast simultaneously). It connects Japan
and three ASEAN countries the Philippines, Indonesia and Malaysia (more
countries are expected to be added in the future) via international frame relay. By
linking these centers with computer network, more collaborative activities
between countries can be pursued, such as: mobilization and effective use of
dispersed expertise created by national and project boundaries – expansion of
opportunities for participation ( both beneficiaries of developing countries and
partners in Japan) – sharing and creation of knowledge with developing countries
such as the Philippines, rather than the traditional top-down basis. ( The Japan
Foundation Manila Office).
As a consequence of globalization and internationalization, the old policies
and aims of foreign language education call for change in the late 19th century,
that language teaching must start afresh. Vietor (1981) Under the banner of
Communicative Language Teaching, changes were accepted such as the aims of
acquiring a foreign language for the purpose of understanding the high culture of
great civilization to those of being able to use a language for daily communication
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
18
and interaction with people from another country. Another is the aims of language
teaching in educational institutions, which coincide with the aims of most people
learning languages in many other ways, and places. Foreign language education is
now focused on the purpose of language learning, which seem self-evident to
learners and has meet their expectations of success, apparently learning languages
quickly and successfully in non-education settings and through interaction with
other people and through exposures to mass media are with high expectations of
success.
In the United States of America standards of foreign language learning on
language as a system are to be acquired, and substituted with goal areas as
communication, cultures, connections, comparisons and communities, where the
focus is on what can be accomplished through a foreign language. Similarly, in
the European framework of references for languages learning, teaching,
assessment, development by the council of Europe in the 1980s and 1990s,
proposes an approach based on an analysis of how languages are used in
communication, on the functions people use them for, and the notions they use
them to express, instead of an analysis of the grammatical system (Byram 2004).
First world countries have influential documents on which new curricula
and teaching methods are being constructed in the new century and in the second
world of the former Soviet bloc is also quickly moving from traditions of
language learning based on linguistic analysis without passing through
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
19
intermediary phases of language teaching methods such as the audio-lingual
method. However, changes in the Third World are much slower, like the
Philippines. Modern methods require hardware and teaching materials, which are
costly. Methods that rely on minimal equipment that can be used in large classes,
with emphasis on grammatical analysis, are still widespread.
Conceptual Framework
Globalization is the recent concept of education. In this situation one of
this is knowing different major languages of the world, which is the key to
responsible participation in an independent world community.
Nihongo is a basic tool for interpersonal communication for the
Japanese descendants to trace their origin and father’s family tree.
They need communicative competence to be able to socialize and find
work in Japan because Japanese descendants need to be recognized first by their
Japanese ancestors and relatives before they could go to Japan. However, the best
way is to speak Nihongo well and be understood. There is a need to learn
Nihongo as their second language. But there is also the difficulty of learning the
second language because of factors like interest of the learner, parent,
environment, teacher and home
The second language learner’s performance and difficulty in learning second
language are affected by various factors contributing to the relationship of
independent and dependent variables, which include learner, parent, environment,
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
20
teacher and home. The dependent variables, on the other hand, include the effect
of contributory factors marked as contributes very difficult, contributes moderate,
contributes minimal, and not contributory.
Positive learner related factors result to better performance and lower the
degree of difficulty encountered in learning second language. This proposition is
supported by the findings of Cook (1991) study which revealed that second
language learners who have positive attitudes, outgoing, sociable person learns a
second language better than a reserved shy, person. Another study is the affective
Filter as proposed by Dulay and Burt (1977). Found that learners with high
motivation and self confidence and with low anxiety have low filters, and so
obtain and let in plenty of input, while learners with low motivation, little
confidence, and high anxiety have high filters and so received little input and
allow even less in.
Positive parent related factors enhance a second language learner’s
performance and lower the degree of difficulty encountered in learning second
language. This is supported by the findings of Schumann and Schumann (1977)
in a report about their own second language learning experiences. They include
what they called ‘nesting patterns’ which the need for a secure and orderly home
before learning second language can effectively begin.
Favorable learning environment factors in second language, provides a
different kind of input from a natural setting (Ellis, 1983). Learning second
Difficulties of Japanese Descendants in learning Nihongo:
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language in a classroom situation is unique and that language is involved in two
different ways, as stated by Cook (1991) first, is the organization and control of
the classroom, take place through language; second, language is the actual subject
matter that is being taught. Whatever it is that is perfectly natural and proper in
learning second language classroom is considered a world of its own.
Commendable second language teacher traits and skills result to better
learners’ performance and decrease the difficulty encountered in learning second
language. This is supported by Nunan (1990), which showed that effective
teaching develops successful student learning. A reflective teacher should know
the art and craft of teaching relates to the teacher’s specific knowledge of the
subject matter, knowledge on teaching the subject matter and knowledge on
teaching in general. Language teachers install the groundwork and take the risks
to provoke change and mold the best and brightest of learners.
According to Bawang (1995), a favorable home, facilities, location and
conducive atmosphere promote a convenient process for one’s lesson (Ogena,
1984) Thereby promoting better academic performance of learners. In support to
these findings, Ornstein et al (1984), supposed that safe and orderly environment,
frequent monitoring of learners, progress at home lead to successful achievement
of learners. In addition, the researcher affirmed that to learn foreign language is
challenging, learner should be determined, appreciate the target language and the
culture, practice as they say makes it perfect and most of all learning by heart.
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The operational paradigm of the study is presented in Figure 1. This shows
the order of the study in two columns: the independent variables and the
dependent variables.
The independent variables are contained in the first column and these
consist of the contributing factors on the difficulties in learning Nihongo, (A) Age
(B) Gender (C) Contributory Factors: (1) Learner related factors that includes
poor study habits, negative attitudes towards the lesson, irregular attendance, lack
of concentration and poor mental ability to cope with the lesson. (2) Parent
related factors such as lack of interest on child’s learning other language, poor
encouraging educational development, failure to stress the importance of learning
other language (3 Environment related factors are the following, lack of
appropriate facilities, not conducive for learning, adjustments on different attitude
(4) Teacher related factors are cannot relate to different culture of learners, does
not appreciate learners, poor teacher-learner relationship, does not explain the
lesson well. And (5) home related factors such as home is not ideal for learning,
moving on from place to another and far from school.
The dependent variables are contained in the second column, which are
the effect of contributing factors in the difficulties of learning Nihongo are the
following: (1) contributes very much, (2) contributes moderately, (3) contributes
minimally and (4) not contributory.
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INDEPENDENT VARIABLES DEPENDENT VARIABLES
1 Age
Effect of contributory factors
on the difficulties in learning
Nihongo.
2. Gender
3. Contributing Factors on the
Difficulties in learning
1. Contributes Very Much
Nihongo.
a. Learner Related Factors
2. Contributes moderately
b. Parent Related Factors
3. Contributes minimally
c. Environmental-Factors
d. Teachers Related Factors
4. Not Contributory
e. Home Related Factors
Figure 1: Paradigm of the Study
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Operational Definition of terms
The following terminologies are defined operationally for the purpose of
this study:
“Abong.”. It is a native term in the Cordilleran language referring to a ‘home’,
the meetinghouse for the Japanese descendants of the Cordillera.
Difficulties in learning Nihongo. These refer to the extent of ‘learners inability
to follow rules, structure and to apply pronunciations and correct use of words in
the Japanese language.
Environment related factors. These are variables, which influence the
effectiveness of the teaching-learning process. This includes the absence or
availability of appropriate Nihongo books and other teaching materials, number of
learners in a class, and school environment.
First Language. It is the mother tongue or native language acquired.
Home related factors. These refer to the variables that describe the place of origin
or native habitat that influence the learning.
‘JSL’.. It is the Japanese as a Second Language.
Japanese Descendants. These are the people of mixed percentage of Japanese
heritage now living in the Cordillera.
Language. It is an open system interacting with changed by and changing its
environment as part of culture. The humanness of language and its place in human
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society is one of the most necessary and complex of all social skills. (“Social
Scientist” point of view).
Learner related factors. These refer to the intellectual capabilities, attitude
towards learning, physical or biological state, emotional stability and motivation
in learning a second language.
Nihongo. It is the Japanese language or language spoken in Japan.
Nihongo Kyoiku.. It refers to the teaching of Japanese as a second language –
‘JSL’- to speakers of other language.
Parent related factors. These are the variables that describe the moral and
educational assistance of parents concern to their children.
Second Language Acquisition (SLA). It refers to the subconscious or conscious
processes by which a language other than the mother tongue is learned in a natural
or a tutored setting.
Teacher related factors. These are the influence of teachers on students’
proficiency (native or non-native speaker), qualifications and experience, personal
qualities and dedication.
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Research Hypotheses
1. There is no effect of age and gender to the difficulties of learning
Nihongo by the respondents.
2. The factors affecting the difficulties in learning Nihongo differ.
3. There is no significant difference on the extent by which related
contributing factors such as learner, parent, environment, teacher and
home contribute to the difficulties of learners in Nihongo, by the
respondents.
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METHODOLOGY
Locale of the Study
This study was conducted at ‘Abong’ #03 Bukaneg Street, Legarda Road,
Baguio City during the second Sunday meeting of Japanese descendants in
the Cordillera. The “Abong”, the meeting place for the Filipino-Japanese
descendants of the Cordillera was started by a dozen of Baguio-Benguet
descendants, then founded by Sister Theresia Unno, a member of the Franciscan
Missionaries of Mary, in the year 1972. At present, it is renamed as the Filipino-
Japanese Foundation of Northern Luzon, Inc. established in 1987. In 2004, its
membership is at least 1788 and its current president is no other than the
Honorary Consul of Baguio City, Carlos B. Teraoka.
Respondents of the Study
The respondents of this study are composed of 142 descendants coming
from the different areas of the Cordillera as far as Bontoc, Kalinga, Abra, Benguet
and La Trinidad who are attending regular meetings of the Filipino-Japanese
Association of Northern Luzon. One of agenda of the meeting includes Japanese
language lesson. Respondents are descendants from the second generation who
are half Filipino-Japanese, third generations are the grand children and fourth are
the great grandchildren.
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Instrumentation
The research used the descriptive method with a survey questionnaire as a
main data-gathering tool. The tool consists of questions related to the
respondents’ age, gender and the different contributory factors affecting the
difficulties in learning Nihongo.
To insure the extraction of answers for the objectives of the study the
researcher supplemented the questionnaire with a personal interview to the
respondents.
ANOVA (Analysis of Variance) was used in determining the extent of
different factors in the difficulties in learning Nihongo and t – test to test the
significance of means.
Data Gathering
Before the researcher administered the questionnaire, she sought the
permission and made appointments with the respective officer in-charge of the
organization involved. She finally administered the survey questionnaire with the
help of the social workers of the organization and was allowed to conduct and
retrieve the questionnaire.
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Statistical Analysis
Data collected were tabulated and analyzed with the use of appropriate
statistical tools. Descriptive statistics such as mean, frequency and percentage and
ranking were determined. Analysis of variance was used as a statistical equation
to compare the extent of contributory factors and t – test for the significance of
mean.
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RESULTS AND DISCUSSION
This section includes the presentation analysis and interpretation of the data
gathered which covers the age and gender of respondents. It also presents the
respondents perception on the identified related contributory factors that affect the
learning difficulties in Nihongo.
The succeeding tables present the personal characteristics of the respondents
in terms of gender, age and related contributory factors such as learner, parent,
environment, teacher and home in the learning difficulties in Nihongo.
Gender.
Table 1a presents a summary of gender difference in learning Nihongo as
a second language where 43 respondents or 30 percent are males while 99 or 70
percent, females. The findings indicate that in this area of the study, females
dominated the study of Nihongo who are Japanese descendants in the Cordillera.
Table 1a Gender of respondents
PARTICULAR FREQUENCY PERCENT RANK
a. Gender
Male 43 30 2
Female 99 70 1
TOTAL 142 100
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Table 1a reveals that gender affect the learning in Nihongo. It rejects the
research hypothesis of this study that gender does not affect the learning of
Nihongo. There are more females than males in the learning of Nihongo.
Hence the result of this present study confirms the theory of McCarthy
(1988) that women are more skilled with language function compared to men. She
also stressed that it has something to do with language acquisition as related to
physiological development. She even added that biologically speaking, females
mature earlier compared to males, which maybe the result in a more expert way of
getting into the language. Similarly, with the result of this study, women
respondents showed concern and importance in the learning of Nihongo and also
in answering the questionnaire.
Furthermore, investigation on gender difference in language learning Cook
(1991) found out that girls were better in all language skills. She also added that
in talking to foreign language teachers in every country, second language learners
were girls and only one boy in four girls studying languages in linguistics
department.
Similarly, gender is a major factor affecting language acquisition according
to Holmes (1991). Females have been found to produce more standard language
than males, a pattern that continues on through adulthood. Women appear to use
language more polite than men.
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Age.
Table 1b shows the different age bracket of respondents from 8 –61years
of age. They are as follows: from 8 – 15 there were 30 respondents or 21 percent
of them, 19 or 13 percent fall under the age of 16 – 20; and 17 or 12 percent
whose age ranged from 21 – 28.
Table 1b Age of respondents
PARTICULAR FREQUENCY PERCENT RANK
b. Age
8 – 15 30 21 1
16 –20 19 13 4
21 –28 17 12 5
29 – 36 27 19 2
37 – 44 5 4 7
45 – 52 23 16 3
53 – 60 5 4 7
61 - and above 16 11 6
TOTAL 142 100.00
MEAN 36
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Table 1b showed that respondents whose age range from 29 – 36 are 27
or 19 percent, 5 or 4 percent under the age of 37 – 44; ages 45 – 52 are 23 or 16
percent; and ages ranging from 53 –60 are only 5 respondents or 4 percent, and
under the age bracket of 61 and above is 16 or 11 percent respondents. The mean
age of respondents is 36. This findings reveals that majority of the respondents is
at the age peak bracket of their career that are actively involved in learning
Nihongo.
Results show in this table that there is an effect of age in the learning of
Nihongo. It rejects the research hypothesis that age does not affect the learning of
Nihongo. The result of the study also reveals that adults dominated the study in
Nihongo.
Krashen et al (1979) supports the result of this study that rate and
success in the study of second language learning appear to be strongly influenced
by age of the learner. It was found that adults outperformed the children. Since
adults have greater motivation and also speculate that because older learners are
more engaged in keeping a conversation going, they may learn more rapidly than
younger learners which correspond to Brown (1981) who identified motivation
and attitude affect language learning such that adult learners are persistent learner
in striving for a goal like learning of Nihongo by the Japanese descendants of the
Cordillera. Most of the respondents are adult women and appear to have more
attention on Japanese language learning, since young children do not understand
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yet the importance of learning other languages. This is evident then that older
learners are better than the young children.
In addition Allwright & Bailey (1991) indicate that adult learns better than
children. Adults are more excited to start quickly but slow down as soon as they
learn a little that can be used for simple conversation, while young children prefer
informal learning such as play-like learning situation. The use of teaching method
should vary according to the age of a learner because a particular learner prefers a
particular lesson.
Learner Related Factors
The table 3a indicates the extent by which learner related factors
contributed to the difficulty in learning Nihongo. Further, the learner related
factors are poor study habits, negative attitude towards the lesson, irregular
attendance in class, lack of concentration in the lesson and poor mental ability to
cope with the lesson. The factor poor study habit projected a weighted mean of
2.60, which is described as having contributed moderately to the respondent’s
difficulty in learning Nihongo.
In the second related factor, negative attitude towards the lesson,
manifested a weighted mean of 2.73 was obtained from the respondents answer
with a corresponding description of contributed moderately. This indicates that
some of the respondents of the study accepted that their negative attitude towards
the lesson has contributed moderately to their difficulty in learning Nihongo.
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Table. 3a Extent of learner related factors as contributory to the difficulties in
learning Nihongo as perceived by the descendants in the
Cordillera.
LEARNER RELATED
FACTORS MEAN RANK DESCRIPTION
1. Poor study habits 2.60 2 C Mo
2. Negative attitude
towards the lesson 2.73 1 C Mi
3. Irregular attendance 2.25 3 C Mi
in class
4. Lack of concentration 2.23 4 C Mo
5. Poor mental ability to 2.05 5 C Mi
cope with the lesson
Total Average
Weighted Mean 2.37 C Mi
Legend:
Arbitrary
Values Statistical Limit Description: Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory NC
Next, irregular attendance in class, showed a weighted mean of 2.25
from the respondents. This revealed that this learner related factor has contributed
minimally to the difficulty in learning Nihongo.
The fourth learner factor, lack of concentration in the lesson, has a weighted
mean of 2.23 obtained from the data gathered from the respondents. This points
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out that the lack of concentration factor minimally contributed to the respondents’
difficulty in learning Nihongo.
Respondents’ poor mental ability to cope up with the lesson as a last
learner related factor has also been revealed by the respondents to contribute
minimally to their difficulty in learning Nihongo. This was manifested by the
respective computed weighted mean of 2.05.
An average weighted mean of 2.37 (C Mi) was obtained from the Japanese
descendants in the Cordillera. This shows that learner related factors such as poor
study habits, negative attitude, irregular attendance, lack of concentration and
poor mental ability to cope up with the lesson contributed minimally to the
difficulty of learning Nihongo as perceived by the respondents of this study.
It can be deduced from the presented findings that the most common factors
that contributed moderately to the difficulty in learning Nihongo are negative
attitude towards the lesson, and poor study habits. Factors contributing minimally
include irregular attendance, lack of concentration and poor mental ability to cope
up with the lesson, in this sequence of arrangement.
The above results confirm, the findings of Cook (1991), which pointed out
those learners who have definitely positive attitudes, outgoing, sociable and
persons learn second language better than a shy person. Positive related factors
result to better performance and lower the degree of difficulty encountered in
learning second language.
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Another study that confirms the result of this present studyis that of Dulay
and Burt (1977) which found that learners with high motivation and self
confidence and with low anxiety obtain more and let in more input, while learners
with low motivation, little confidence, and high anxiety had little input.
Parent Related Factor
Table 3b presents Parent related factors; parent failure to stress the
importance of learning other language, poor encouragement on child’s
educational development, and lack of interest on child’s learning other language
have been ranked accordingly by the respondents as having contributed
minimally.
An over all average weighted mean of 1.89 reveals that parent related
factors have contributed minimally to the difficulty in learning Nihongo.
This study is supported by the findings of Schumann and Schumann (1977)
that a positive parent related factor enhances a second language learner’s
performance and lower the degree of difficulty encountered in learning the
language. Hence, most children learn their second language with the influence of
their parents.
It is generally presumed that positive parent child relationship influences to
cultivation of the intellectual capability of the child particularly during childhood.
Parent’s motivation promotes efficient and effective learning in second language.
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Table 3b Extent of parent related factors as contributory to the difficulties in
learning Nihongo as perceived by the Filipino- Japanese
descendants in the Cordillera.
PARENT RELATED
FACTORS MEAN RANK DESCRIPTION
1. Lack of interest on 1.84 3 C Mi
child’s learning other
language
2. Poor encouragement on 1.88 2 C Mi
child’s educational
development
3. Failure to stress the 1.94 1 C Mi
importance of learning
other language
TOTAL Average
Weighted. Mean 1.89 C Mi
Legend:
Arbitrary
Values Statistical Limit: Description Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
Another finding that confirms the present study of Mowrer’s (1960) on
the account of motivation in first language learning reveals that the child
associates the language he hears with his parents so that learner maybe motivated.
Similarly, Brown (1981) describes that mother’s function serves to teach language
and to socialize the child. Parents are the models, the primary motivator as to
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communicate, to understand and to be understood, and know their Child’s
language ability. The way parents talk to their children influences how rapidly
the child acquires the language in order to facilitate the exchange of meanings.
Learning Environment Related Factors
Table 3c points out the extent of learning environment related factors which
include lack of appropriate Nihongo books and other learning materials,
classroom is not conducive to learning, adjustment on different students attitude
and big classes. It also implies the extent of learning environmental related factors
that contribute to the difficulty in learning Nihongo encountered by the
respondents.
The same table showed the extent of factors contributing to the difficulties
of respondents in learning Nihongo, like lack of appropriate Nihongo books and
other learning materials with a weighted mean of 2.58 or contributed moderately
(C Mo), classroom not conducive to learning with a weighted mean of 1.85 or
contributed minimal (C Mi) and adjustments on different students attitude with a
weighted mean of 1.86 or contributed minimally (C Mi). These show that the
environment related factors have a total weighted mean of 2.10 and a description
of contributed minimally to the respondent’s difficulty in learning Nihongo.
In support to this study, Cook (1991) affirmed that the organization and
control of classroom take place through language, and auspicious learning
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environmental factors in learning second language, provides a different kind of
input from a natural setting.
Table 3c. Extent of environment related factors as contributory to the
difficulties learning Nihongo as perceived by the Japanese
descendants in the Cordillera.
LEARNING ENVIRONMENT
RELATED FACTORS MEAN RANK DESCRIPTION
1. Lack of appropriate 2.58 1 C Mo
Nihongo books and other
learning materials
2. Classroom is not 1.85 3 C Mi
conducive to learning
3. Adjustments on different 1.86 2 C Mi
Students attitude
Total Average
Weighted. Mean 2.10 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contribute Very Much C MV
3 2.51 – 3.50 Contribute Moderately C Mo
2 1.51 – 2.50 Contribute Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
The present findings also corresponds to Ellis (1983) linguistic environment
that varying individual environment is significant contributor to all aspects of the
language learning process, as apparently contributing minimally to the difficulties
of learning Nihongo as perceived by the respondents of this present study.
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Teacher Related Factors
The next table shows the extent of teacher related factors include teacher
cannot relate to different culture of learners, teacher does not appreciate students,
poor teacher learner relationship and teacher does not explain the lesson well.
Table 3d Extent of teacher related factors as contributory to the difficulty in
learning Nihongo as perceived by the Japanese descendants in
the Cordillera.
TEACHER
RELATED FACTORS MEAN RANK DESCRIPTION
1. Teacher cannot relate
to different culture of
learners. 1.73 1 C Mi
2. Teacher does not appreciate
students. 1.55 2.5 C Mi
3. Poor teacher learner 1.55 2.5 C Mi
relationship
4. Teacher does not explain
the lesson well 1.51 4 C Mi
Total Average
Weighted Mean 1.59 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.50 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.51 Contribute Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
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In table 3d, respondents ranked the factors respectively as follows: teacher
cannot relate to different culture of learners, poor teacher relationship, teacher
does not appreciate students, and teacher does not explain the lesson well. The
total average weighted mean of 1.59 tells that these factors have contributed
minimally to the difficulty of learners learning Nihongo.
The finding agrees with Nunan (1990), which suggests that effective
teaching develops successful student learning. A reflective teacher should know
the art and craft of teaching related to the teacher’s specific knowledge of the
subject matter, knowledge on teaching the subject matter and knowledge on
teaching in general. Language teachers should also install the groundwork and
take the risk to provoke change and mold the best and brightest learners.
Furthermore, Lado (1964) also implies that the goal of teaching is to
develop students’ potential and to enable them to ‘come alive’ through second
language learning. Language teacher strategies could also be a factor, which bears
effect on the learners. The entire above teacher related factors mix and interplay
to be the reason or possibilities of the result of this present study as contributed
minimally by the respondents.
However, Ellis (1983) signifies that the study of being a successful
language learner reveals a greater variation in attitudes towards the role of the
teacher where learners need the sympathy of the teacher. Adult learners want
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logical, clear, and systematic teachers while younger learners prefer more on
variety of materials to be used in ways to discovery.
Home Related Factor
Home related factors in the table below reflects the extent of home is not
ideal for learning, moving on from a place to another and very far from school.
The extent of these factors contributed equally to the difficulty in learning
Nihongo as perceived by the respondents.
Table 3e. The extent of home related factors as contributory to the difficulties
in learning Nihongo as perceived by Japanese descendants in the
Cordillera.
HOME RELATED
FACTORS MEAN RANK DESCRIPTION
1. Home is not ideal
for learning 1.60 3 C Mi
2. Moving on from
place to another 1.61 2 C Mi
3. Very far from
school 1.88 1 C Mi
Total Average
Weighted Mean 1.70 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimally C Mi
1 1.00 – 1.50 Not Contributory N C
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As shown in table 3e, learners responded that home is not ideal to learning
with a weighted mean of 1.60 and with a description of contributes minimal (C
Mi) to the difficulty of learners learning Nihongo.
Likewise, moving on from one place to another had a weighted mean of 1.61
with a description of contributes minimal (C Mi) to the difficulty of learners
learning Nihongo.
Very far from school revealed minimally contributed (C Mi) with a
weighted mean of 1.88 to the difficulty of learners learning Nihongo.
An average weighted mean of 1.70 contributed minimal (C Mi) was
obtained from the data. This explains that home-related factors contributed
minimally to the learners learning Nihongo as perceived by the respondents from
the Japanese descendants of the Cordillera.
With great similarity to the results of this study, Ornstein et al (1984)
explained that safe and orderly home, frequent monitoring of learners, progress at
home lead to successful achievement of learners. In addition, the author affirmed
that to learn a foreign language is challenging, in which a learner should be
determined, appreciate the target language and also the culture and more
importantly practice the language by speaking to someone, as they say practice
makes perfect and most of all learning by heart.
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Table 4 . Extent of contributory factors to the difficulties in learning Nihongo
CONTRIBUTORY WEIGHTED RANK DESCRIPTION
FACTORS MEAN
1. Learner 2.37 1 C Mi
2. Parent 1.89 3 C Mi
3. Environment 2.10 2 C Mi
4. Teacher 1.59 5 C Mi
5. Home 1.70 4 C Mi
Total Average
Weighted Mean 1.93 C Mi
Furthermore, the hypothesis, there is no significant difference on the extent
by which related contributing factors such as learner, parent, environment, teacher
and home contribute to the difficulties of learners in Nihongo is rejected since the
computed F- value of 8.45 is greater than the Tabular F-value of five (5) percent
level of significance that is 3.06 which is not the same and therefore the
hypothesis is rejected. As such, the different contributing factors have greatly
affected the difficulties of learning Nihongo.
To further test the effectivity of contributory factors in the difficulties of
learning Nihongo, the t-test is used. The significant results imply that there is a
great gap in the computed difference. In comparing learner and parent factors, the
computed value is 10.955, which is very much greater than the tabular value of
2.447 at.05 level of significance. This means that the learner related factor is
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much higher in the extent of difficulties in learning Nihongo than parent related
factor, as for the not significant result, this implies that there is no great gap in the
computed difference on the extent by which related contributing factors such that
between learner and learning environment related factors are not significant.
The result coincides with the research hypothesis that the factors that contribute to
the difficulties in learning Nihongo differ. Hence results show in the further test
that contributing factors are not the same. These imply that factors such as learner
related, parent related, environment related, teacher related, and home related
factors contribute to the difficulties in learning Nihongo differ.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study focuses on the difficulties of learners learning Nihongo
encountered by the Japanese descendants attending Nihongo class every second
Sunday of the month. The meeting place is Abong Legarda Road Baguio City and
respondents come from the different areas of the Cordillera.
Its specific objectives are the following: to determine the effects of age and
gender to the difficulties in learning Nihongo, to find out the different factors that
affect the difficulties in learning Nihongo. Further, It determined the extent by
which contributory factors influence the difficulties encountered by the
respondents in learning Nihongo as to the Learner, Parent, Environment,
Teacher and Home. The scale that was used for measuring the extent of
difficulties in learning Nihongo is as follows: 1 contribute very much, 2
contribute moderately, 3 contribute minimally and 4 Not contributory.
One hundred forty two (142) Japanese descendants are respondents of this
study. The descriptive method of research is employed making use of survey
questionnaire as a tool to gather the data.
Collected data were analyzed and interpreted using frequency, percentage and
weighted mean. The methods used to test the hypotheses are ANOVA and the t –
test.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
48
Findings
The salient findings of the study are the following:
1. Gender and age affect the learning of Nihongo. There are one hundred
forty two respondents 70 percent female and thirty percent male. Females
dominated the learning of Nihongo. Less than one-half (thirty percent) of the
respondents are within the ages of eight and fifteen years while nineteen percent
is in the age range of sixteen and twenty. Ages, twenty-one and twenty-eight are
seventeen percent and ages ranging from twenty nine to thirty-six are twenty
seven percent. The ages ranging from thirty-seven to forty-four are only five
percent, from age forty-five to fifty two are twenty three percent and ages ranging
from fifty-three to sixty are also then five percent. The oldest age ranging from
sixty and above is sixteen percent. The youngest age was eight years old and the
oldest age was seventy years old with a mean age of thirty-six years of age.
2. Learner related factors with a total weighted mean of 2.37 contributed
minimal to the difficulties in the learners learning Nihongo. Negative attitude
towards the lesson ranked first with an average weighted mean of 2.73 contributes
moderately and poor study habits ranked second with an average mean of 2.6
contributing moderately. Irregular attendance in class with 2.25 weighted mean
contributed minimally and ranked third. This indicates that the extent of influence
of learner related factors in the difficulties in learning Nihongo vary greatly
according to personal judgment and intentions of learners learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
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3. In the parent related factors, the total weighted mean is 1.89
contributed minimal to the difficulties encountered by the respondents. Among
the parent related factors the failure to stress the importance of learning other
languages ranked first with a weighted mean of 1.94 contributed minimal. Poor
encouragement on child’s education development comes next as contributed
minimally. This indicates that the influence of this factors to the difficulties
encountered by the respondents occurred similarly. This also indicates that the
influence of these factors among respondents did not vary from one another and
that parents have common attitude towards their children in learning of other
language.
4. Learning environment related factors had a total weighted mean of
2.10 contributed minimally to the difficulties in learners learning Nihongo. The
lack of appropriate Nihongo books and other learning materials top most with a
weighted mean of 2.58 contributed moderately. This indicates that the influence
of factors related to learning environment to the learners learning Nihongo varies
from one factor to the other.
5. Teacher related factors with (1.59 weighted mean) contributed
minimally to the difficulties in learning Nihongo. This shows that the influence of
teacher related factors to the difficulties of learners learning Nihongo was less
favorable.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
50
6. Home related factors with a weighted mean of 1.70 contributed
minimal to the difficulties in learners learning Nihongo by the respondents. This
indicates that the influence of these factors to the difficulties of learners learning
Nihongo was lower in importance.
7. Related contributing factors such as learner, parent, environment,
teacher and home are not the same, which means that there is a significant
difference in the difficulties of learners learning Nihongo.
Conclusions
Based on the foregoing findings, the following conclusions are drawn:
1. Female respondents compose the majority of the learners in Nihongo.
The mean age of respondents is thirty-six. Adults outperformed the children in
learning Nihongo.
2. Learner related factors such as poor study habits, negative attitude
towards the lesson, irregular attendance in class, lack of concentration and poor
mental ability to cope with the lesson contributed minimally to the difficulties of
learners learning Nihongo.
3. Parent related factors such as parent’s lack of interest on child’s
learning other language, poor encouragement on child’s educational development
and failure to stress the importance of learning other language contributed
minimally to the difficulties of learners learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
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51
4. Learning environment related factors such as lack of appropriate books
and other learning materials, contributed moderately to the difficulties of learners
while classroom is not conducive to learning and adjustments on different
students attitudes, contributed minimally to their difficulty in learning the
Japanese language.
6. Teacher related factors, which includes teacher, could not relate to
different culture of learners, teacher does not appreciate learners; poor teacher
learner relationship and teacher does not explain the lesson well contributed
minimally to the difficulties of learners learning Nihongo.
7. Home related factors such as home is not ideal for learning, moving on
from place to another and very far from school contributed minimally to the
respondents’ difficulty in learning the Japanese language.
Recommendations
Based on the conclusions, the following are recommended:
1. Age does not matter in learning other languages, as learning is a
continuous process, young and old are accepted with pleasure.
2. The Filipino-Japanese descendants and students or learners of the Japanese
language should appreciate and practice - exercise simple words like greetings,
simple daily expressions in order to develop skills of the Japanese language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
52
3. Nihongo teachers should implement the learner’s lesson preferences
and look over into the needs of learners in the teaching of the Japanese language.
a. Parents and teachers should work together to help the child
develop good study habits at an early age.
b. Learners should be encouraged to develop a positive attitude
towards learning other language and that teachers should make
and present interesting lessons.
c. Both teachers and parents should monitor learners who are
irregular in class attention.
d. The Teacher should identify learners who are fast, average and
slow learners and apply the mastery strategy such as: giving
enrichment activities to the fast learners and corrective or catch –
up instructions to the slow learners.
e. Training centers, schools and teachers should provide
appropriate books and references for students learning Nihongo.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
53
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An Assessment / Caroline I. Pay-An. 2006
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Appendix A
LETTER OF REQUEST TO ADMINISTER QUESTIONNAIRES
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
August 14, 2005
Engr. Leopoldo S. Escano
Executive Director, FJFNLI
“Abong”, #03 Bukaneg Street
Legarda Road, Baguio City
SIR:
Greetings!
The undersigned is a graduate student of Benguet State University.
Presently, she is conducting a research entitled: “Difficulties of the Japanese
Descendants in Learning Nihongo: An Assessment”, in partial requirements
of her course, Master of Arts in English as a Second Language.
In view thereof, the undersigned respectfully ask permission from
your good office that she be allowed to administer questionnaires to the
members of the Filipino-Japanese descendants during second Sunday
meetings. It is hoped that the findings of this study would contribute to the
improvement of the descendants and the organization.
Thank you and your favorable action on the matter are highly
appreciated.
Respectfully,
Caroline I. Pay-an
Noted:
(Sdg) Myrna B. Sison
Adviser
(Sdg) Tessie M. Merestela, D. Agr.
Acting Dean- Graduate School
APPROVED:
(Sgd) Engr. Leopoldo S. Escano
Executive Director, FJFNLI
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix B
LETTER TO THE RESPONDENTS
August 14, 2005
Dear Respondents:
The undersigned is presently conducting a research on the
“Difficulties of the Japanese Descendants in Learning Nihongo: An
Assessment ”. Your indulgence in providing necessary information for this
study is sought through your honest answers on the attached questionnaire.
Data and information derived from this study will further improve
the learning of Nihongo (Japanese Language). Responses gathered will be
kept with utmost confidentiality.
Thank you and God bless.
Respectfully,
Caroline I. Pay-an
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Appendix C
QUESTIONNAIRE
Direction:
Please provide all needed information in this questionnaire and leave no
item unanswered. Also indicate your answers to the other items by checking
the most appropriate among the given choices that describes your situation.
For some information not directly asked in the questionnaire, please write
them on the blank provided.
I. Personal Information:
1. Name: (Optional)________________________ Gender: ____ F ____ M
A Age: (Please check)
____ 8 – 15 yrs. old ______ 37 – 44 yrs. old
____ 16 – 20 yrs. old ______ 45 – 52 yrs. old
____ 21 – 28 yrs. old ______ 53 – 60 yrs. old
____ 29 – 36 yrs. old ______ 60 and above
II. Listed below are factors that may contribute to your difficulties in learning
Nihongo (Japanese language). Check the column, which you believe applies to
your situation.
Contributes Contributes Contributes Not
Very Much Moderately Minimally Contributory
A. Learner Related Factors 1 2 3 4
1. Poor study habits ______ ______ ______ ______
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2. Negative attitude
towards the subject ______ ______ ______ ______
3. Irregular attendance
in class ______ ______ ______ ______
4. Lack of concentration ______ ______ ______ ______
5. Poor mental ability to
cope with the lesson ______ ______ ______ ______
6. _________________ ______ ______ ______ ______
(others please specify)
B. Parent Related Factors
1. Lack of interest on
child’s learning other
language ______ ______ ______ ______
2. Poor encouragement on
child educational
development ______ ______ ______ ______
3. Failure to stress the
importance of learning
other languages ______ ______ ______ ______
4. __________________
( Others please specify) _______ ______ ______ ______
Difficulties of Japanese Descendants in learning Nihongo:
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C. Learning Environment
Related Factors
1. Lack of appropriate
Nihongo books and
other learning materials ______ ______ ______ ______
2. Classroom is not
conducive to learning ______ ______ ______ ______
3. Adjustments on
different students
attitude ______ ______ ______ ______
4. __________________ ______ ______ ______ ______
( Others please specify)
D. Teacher Related Factors
1. Teacher cannot relate
to different culture of
learners. ______ ______ ______ ______
2. Teacher does not appreciate
Students. ______ ______ ______ ______
3. Poor teacher-learner
relationship ______ ______ ______ ______
4 Teacher does not explain
the lesson well. ______ ______ ______ ______
5. _________________
( Others please specify) ______ ______ ______ ______
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E. Home Related Factors
1. My home is not ideal
for learning. ______ ______ ______ ______
2. Moving on from place
to another. ______ ______ ______ ______
3. Very far from school ______ ______ ______ ______
4. __________________ ______ ______ ______ ______
(Others please specify)
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 1a. Number of respondents
PARTICULAR FREQUENCY PERCENT RANK
c. Gender
Male 43 30 2
Female 99 70 1
TOTAL 142 100
Appendix Table 1b. Age of respondents
PARTICULAR FREQUENCY PERCENT RANK
b. Age
8 – 15 30 21 1
16 –20 19 13 4
21 –28 17 12 5
29 – 36 27 19 2
37 – 44 5 4 7
45 – 52 23 16 3
53 – 60 5 4 7
61 - and above 16 11 6
TOTAL 142 100.00
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 3. Extent of learner related factors contribute to the
difficulties of learners learning Nihongo as perceived
by the Japanese descendants of the Cordillera.
CONTRI CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
LEARNER BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Poor study habits 18 63 47 14 369 2.60 C Mo
2. Negative attitude
towards the lesson 37 47 41 17 388 2.73 C Mo
3. Irregular attendance
in class 16 38 53 35 319 2.25 C Mi
4. Lack of concen-
tration 15 39 52 36 317 2.23 C Mi
5. Poor mental ability to
cope with the lesson 14 29 49 50 291 2.05 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 4. Extent of parent related factors contribute to the
difficulties of learners learning Nihongo as perceived by
the Filipino-Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
PARENT BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED FACTORS VERY MODE- MINI- BUTE
MUCH RATELY MALLY
1. Lack of interest on
child’s learning other
language 7 29 41 85 262 1.84 C Mi
2. Poor encouragement on
child’s educational
development 7 33 38 64 267 1.88 C Mi
3. Failure to stress the
importance of learning
other language 8 30 50 54 276 1.94 C Mi
Legend:
Arbitrary
Values Statistical Limit: Description Symbols
4 3.51 – 4.00 Contributes Very Much CVM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 5. Extent of learning environment related factors contribute to
the difficulty of learners learning Nihongo as perceived
by the Filipino-Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
ENVIRONMENT BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
FACTORS MUCH RATELY MAL
1. Lack of appropriate
Nihongo books and other
learning materials 38 38 35 31 367 2.58 C Mo
2. Classroom is not
conducive to learning 7 25 50 60 263 1.85 C Mi
3. Adjustments on different
Students attitude 3 30 53 56 264 1.86 C Mi
Legend:
Arbitrary
Values Statistical Limit Description Symbols
4 3.51 – 4.00 Contribute Very Much C MV
3 2.51 – 3.50 Contribute Moderately C Mo
2 1.51 – 2.50 Contribute Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 6. Extent of Nihongo teacher related factors contribute to the
learners learning Nihongo as perceived by the Japanese
descendants in the Cordillera.
CONTRI CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
TEACHER BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Teacher cannot relate
to different culture of
learners. 5 26 37 74 246 1.75 C Mi
2. Teacher does not appreciate
students. 5 16 31 90 220 1.55 C Mi
3. Poor teacher learner
relationship. 1 18 39 84 220 1.55 C Mi
4. Teacher does not explain
the lesson well. 4 15 31 92 215 1.51 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.50 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.51 Contribute Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 7. The extent of home related factors contribute to the
difficulty of learners learning Nihongo as perceived by
the Japanese descendants in the Cordillera.
CONTRI- CONTRI- CONTRI- NOT WEIGHTED WEIGHTED DESCRIP-
HOME BUTE BUTES BUTES CONTRI- POINTS MEAN TION
RELATED VERY MODE- MINI- BUTORY
MUCH RATELY MAL
1. Home is not ideal
for learning 5 16 38 83 227 1.60 C Mi
2. Moving on from
place to another 7 15 36 84 229 1.61 C Mi
3. Very far from
school 15 17 46 64 267 1.88 C Mi
Legend:
Arbitrary
Values Statistical Limits Description Symbols
4 3.51 – 4.00 Contributes Very Much C VM
3 2.51 – 3.50 Contributes Moderately C Mo
2 1.51 – 2.50 Contributes Minimal C Mi
1 1.00 – 1.50 Not Contributory N C
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix table 8. Result of Hypothesis Testing #3 on the extent by which related
factors such as learner, environment, teacher and home
contribute to the difficulties of learners in Nihongo.
Perceptions Compared
F (0.05)
F comp Findings
of
Status of
Difference Ho
Extent of Contributory
Factors to the
Difficulties of Japanese 3.06
8.45
Significant Rejected
Descendants in
Learning Nihongo
F comp = 8.45 F comp > F 0.05
F (0.05) = 3.06 8.45 > 3.06
Legend:
F comp == computed F—value resulting from computations using ANOVA
F (0.05) == Tabular F—value of five (5) percent level of significance
Difficulties of Japanese Descendants in learning Nihongo:
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Appendix Table 9: Further Test of Significance using t-test (test for two sample
means)
Combined
Computed Value
Table Value Result
Contributing factors
T (learner & parent related
10.955 2.447
Significant
factors
T (learner & learning
1.107 2.447
Not
Significant
environment related factors)
T (learner & teacher related
1.738 2.365
Not
Significant
factors)
T(learner and home related
3.698 2.447
Significant
factors)
T(parent & learning
0.863 2.776
Not
Significant
environment related factors)
T(parent & teacher related
0.884 2.776
Not
Significant
factors)
T (parent & home related
1.975 2.776
Not
Significant
factors)
T(learning environment &
0.048 2.571
Not
Significant
teacher related factors)
T(learning environment &
1.547 2.776
Not
Significant
home related factors)
T(learning environment
4.256 2.571
Significant
&teacher related factors)
Difficulties of Japanese Descendants in learning Nihongo:
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N = 18
Ex = 11.86 + 5.66 + 6.26 +6..36 + 5.09 = 35.24
E2x= 28.4508 + 10.6836 +13.5385 + 10.078 + 8.6865 + 71.4374
TSS = 71.4374 – (35.24) 2 = 2.445311111
18
SS b = (11.86) 2 + (5.66) 2 + (6.29) 2 + (6.34) 2 + (5.09) 2 = (35.24) 2
5 3 3 4 3 18
= 1.691331111
SS w = TSS –SS b
= 2.445311111 – 1.691331111
= 0.75398
SS b = 1.691331111 = 1.69 F = 0.4225
0.05
SS w = 0.75398 = 0.75 = 8.45
There is a significant difference.
Conclusion:
That the extent of related factors contributing to the difficulties of learning
Nihongo such as learner, parent, environment, teacher and home is not the same.
Difficulties of Japanese Descendants in learning Nihongo:
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BIOGRAPHICAL SKETCH
The researcher was born on the 7th of August at Lamtang, La Trinidad, a
Japanese ancestry and active member of the Filipino-Japanese Friendship
Association of Northern Luzon Inc. at the present time. Her father is a native of
Kibungan Central and the mother is a Japanese descendant who originally comes
from Guisad, Baguio City.
She enjoined and completed her elementary education at Kibungan Elementary
School, and her secondary at the University of Baguio High School. She is a
graduate and registered midwife as her former career. As a Japanese descendant
she went to Japan for further study of the Japanese language and passed “The
Japanese Language Proficiency Test” where her teaching career started. The
realization of deficiency was a challenged and finished her Bachelor of Science in
Secondary Education and passed the license sure Examination for teachers.
Having attended by good luck and faith, her services was an urgent need
especially in teaching foreign language and was employed in different
institutions.
In the call of profession another realization came along, the need to refresh and
to renew by stimulation for further study. At present, she is striving to accomplish
her Master of Arts in English as a Second Language.
Difficulties of Japanese Descendants in learning Nihongo:
An Assessment / Caroline I. Pay-An. 2006
Document Outline
- Difficulties of JapaneseDescendants in learning Nihongo: An Assessment
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Studies on Gender and Age Differences in Second Language Ability
- Studies on Ethnic Backgrounds on Language Learning
- Studies on Foreign language Learners Difficulties
- Individual Learner Differences and SLA
- Studies on Teaching �JSL� and methodology
- Conceptual Framework
- Paradigm of the Study
- Operational Definition of terms
- Research Hypotheses
- METHODOLOGY
- Locale of the Study
- Respondents of the Study
- Instrumentation
- Data Gathering
- Statistical Analysis
- RESULTS AND DISCUSSION
- Learner Related Factors
- Parent Related Factor
- Learning Environment Related Factors
- Teacher Related Factors
- Home Related Factor
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Findings
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH