Teaching of Japanese as a Foreign Language in Tertiary Institutions in Kenya: Opportunities and Challenges
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Date
2021
Authors
Wamuti, Lydia Wangu
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Japanese is one of the foreign languages taught in tertiary institutions in Kenya.
However, a majority of the learners of the language do not progress beyond the
basic level. This research explored the status of the teaching and learning of
Japanese language in tertiary institutions in Kenya. The objectives of the research
were to: establish the preparedness of the teachers of Japanese language in tertiary
institutions in Kenya; examine the methods used to deliver the Japanese language
course content; investigate the availability and use of resources in teaching and
learning of Japanese language; find out how learners of Japanese language are
evaluated; examine the perception of learners and teachers of the language and
explore the opportunities and challenges in the teaching and learning of Japanese
language. The research applied exploratory survey research design and involved a
target population of 644 Japanese language learners, 18 Japanese language
teachers, a staff of Kenya Institute of Curriculum Development (KICD) and a staff
of Japanese Information and Culture Center (JICC). The students were selected
using systematic random sampling technique while a census was done for the
teachers. Data was collected using questionnaires, interview schedules, and
classroom observation schedules. The validity of the research instruments was
evaluated by lecturers who are experts in foreign language education. The
reliability of these instruments was pretested through a pilot study. Cronbach's
alpha method was used to determine internal consistency and reliability of the
questionnaires while scores inter-rater was used to establish the reliability of the
observation schedule. Data was analyzed using Microsoft Excel® 2016, software,
in form of percentages, frequency, correlation and means, and presented in
narrative, frequency distribution tables, graphs and charts. The study revealed that
the teachers have the requisite training and experience to effectively deliver the
Japanese language course content, but they require deeper knowledge of Japanese
culture. During instructions, they incorporate technology in form of audio and
audio-visual media with authentic content. Some teachers do not consider Kanji as
necessary for learners, and some institutions do not teach Kanji. Further, learners
of Japanese language perceive the language as a tool for socialization and a means
for professional advancement. The main factors that hinder progression of the
language learners to advanced levels were found to be lack of emphasis on Kanji,
perceived difficulty of the language, and the perception that the language is a tool
of socialization of which basic level is sufficient. It was also seen that learners are
evaluated using both selected response and constructed response methods, but
there are no standardized evaluation guidelines. It is recommended that a
programme for training teachers of Japanese language locally be developed, a
common national curriculum be designed, and students exchange programmes be
encouraged.
Description
A Research Thesis Submitted to the School of Humanities and Social Sciences in Fulfilment of the Requirements for the Award of Degree of Doctor of Philosophy in Applied Linguistics of Kenyatta University, August, 2021
Keywords
Teaching, Japanese, Foreign Language, Tertiary Institutions, Kenya, Opportunities, Challenges