Japan Studies and Beginner Motivation in Language Learning: Exploring Authentic Materials and Pedagogical Approaches
DOI:
https://doi.org/10.22452/IJEAS.vol14no2.3Keywords:
Culture and Society of Japan, Content-Based Instruction, Authenticity, Complete Beginner Language LearnersAbstract
This paper aims to examine the potential of Japan Studies courses to enhance the learning motivation of beginner-level Japanese language learners by identifying the characteristics of authentic materials that foster such motivation. Drawing on the Content-Based Instruction approach, the study investigates the Culture and Society of Japan course offered at a Malaysian university, which integrates cultural content without formal Japanese language instruction. Surveys and interviews conducted in 2023 and 2024 revealed that over 70% of students felt more motivated to learn Japanese after completing the course. Analysis of classroom activities, including a media-based task, peer presentations, and an online exchange session, demonstrated that exposure to real-world Japanese in meaningful contexts stimulated curiosity and engagement. Three key factors contributing to this motivation were: the presentation of Japanese in authentic sociocultural contexts, the use of unmodified language without grammatical simplification, and the setting of task difficulty above learner proficiency. These findings have implications for identifying the characteristics of authentic materials in Japan Studies courses that can themselves serve as Japanese learning materials, despite the absence of modified language textbooks for novice learners. Provided that a psychologically safe learning environment is ensured, it has been demonstrated that, being at the university level, they are able to learn Japanese, even with beginner-level proficiency, by drawing on their prior knowledge of Japan Studies as a scaffold.
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