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dc.contributor.authorSukegawa, Ai
dc.date.accessioned2022-07-14T17:44:48Z
dc.date.available2022-07-14T17:44:48Z
dc.date.created2007
dc.date.issued2007
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12803
dc.description.abstractThe purpose of this study was to examine the efficacy of teaching students to listen, to understand, and to answer questions orally in basic Japanese, as well as to assess their perception of the effectiveness of the teaching methodology, using the Communicative Approach in comparison with the Grammatical Approach. Participants in this study were selected from the total population of the twelve college students enrolled in an elementary Japanese class at a small private liberal arts college in Midwest during the 2006-2007 academic year. A Japanese background survey was used as a means of pre-testing. During the four research periods, comprehensive exams were administered which evaluated language skills. Additionally, student surveys were designed so as to assess the learners' perspective and evaluation of the mode of classroom instruction. These instruments provided an assortment of data to analyze results of the study.en_US
dc.subjectJapaneseen_US
dc.subjectlanguageen_US
dc.subjectCommunicative Approachen_US
dc.subjectinstructionen_US
dc.titleThe Efficacy of Teaching Japanese as a Second Language Using the Communicative Approach in Comparison with the Grammatical Approachen_US
dc.typeThesisen_US


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