Japanese Language Learning Strategies Based on Gender by Japanese Learners in North Sulawesi Indonesia

Authors: Sherly Ferro Lensun

Abstract:

Strategies influence the language abilities of both male and female learners in the learning process. Therefore, learning strategies are one of the critical factors for improving language learning and are essential as part of the initial learning effort. In general, language learning strategies differ between boys and girls. Therefore, this research aims to obtain a model that investigates the relationship between the selection of learning strategies, their frequency of use, and the learner's gender. In addition, we found differences in strategy use and their impact on language ability between males and females. 137 students participated and completed the questionnaire. There were 48 males (35%) and 90 females (65.7%). It was clear that most of the Japanese learners were women. Findings show that most Japanese learners in North Sulawesi used cognitive and social strategies and methods of involving others in learning Japanese.

Keywords: Learning strategies, Japanese Language, Gender by Japanese Learners, North sulawesi.

References:

[1] R. Lakoff, Language, Gender and Politics: Putting Woman and Power in the same sentence. Maiden, USA: Blackwell Publishing Ltd, 2003.
[2] C. Jamieson, J., Jones, S., Kirsch, I., Mosenthal, P., & Taylor, “TOEFL 2000 Framework: A Working Paper,” Princeton, New Jersey, 2000.
[3] J. A. Fishman, “The Sociology of Language: An Interdisciplinary Social Science Approach to Language in Society,” vol. 1, pp. 217–404, 2019.
[4] R. Oxford, Language learning strategies: What every teacher should know. New York: Newbury House Publisher, 1990.
[5] A. Norton, B., & Pavlenco, “Gender and English language learners,” pp. 1–12, 2004.
[6] M. Nelson, D., Devardhi, J., & Berhanu, “Gender perspective and language learning strategies in the EFL classroom,” IMPACT Int. J. Res. Humanit. Arts Lit., pp. 63–74, 2014.
[7] Katubi, “Studi Bahasa dan Jender: Sejarah Singka, Ancangan dan Model Analisis,” J. Masy. dan Budaya, vol. 6, pp. 37–55.
[8] N. Salahshour, F., Sharifi, M, & Salahshour, “The relationship between language learning strategies use, language proficiency level and learner gender,” Procedia - Soc. Behav. Sci., pp. 634–643, 2013.
[9] F. García-Holgado, A. Gonzáles-Gonzáles, C.S & José-García-Peñalvo, “Introduction of the Gender Perspective in the University Teaching: a study about inclusive language in Spanish,” 2021 IEEE Glob. Eng. Educ. Conf., pp. 1669–1673, 2021.
[10] T. Husin, MR., Shaffeei, K., Ahmad, H., & Shuib, “Companion Teacher Based on Sociological Stimulus during learning to improves the acceptance of inclusive Education Pupils in receiving skills and information,” Linguist. Cult. Rev., vol. 5, pp. 1138–1148, 2021.
[11] G. Wharton, “Language learning strategy use of bilingual foreign language learners in Singapore,” Lang. Learn., pp. 203–243, 2000.
[12] A. Bereczki, E. O, & Karpati, “Technology-Enhanced Creativity A Multiple Case Study of Digital Technology-Integration Expert Teachers’ beliefs and Practice,” Think. Ski. Create., vol. 39, pp. 1–27, 2021.