Basic Japanese Teaching Development Using Corrective Feedback in the Classroom: A Case Study of the First Year Japanese Language Major Students at Suan Sunandha Rajabhat University

Abstract

This research aimed to survey approaches to improve and develop elementary Japanese language courses, focusing on both course contents and teaching methods. Consequently, effective Japanese language learning could be the outcome, as well as allowing the students to utilize their Japanese skills as a foundation for other skill practice courses. The study method used a questionnaire to survey the problems and obstacles faced by Japanese language learners at the basic level and the use of ‘corrective feedback’ by teachers during class (i.e., language learning supportive feedback) as well as using high-frequency feedback. Fifty-one first-year students taking the two-semester ‘Basic Japanese’ during the year were the target population for this survey.

The survey results found that there were obstacles to and problems with learning Japanese. The problems, arranged in order from highest to lowest, were as follows: memorizing kanji, word order in a subject–object–verb (SOV) framework, and postpositional particles and the conjugation of various types of words in Japanese. Regarding the use of ‘corrective feedback’ by teachers during class, the language learning supportive feedback which effected the students’ language learning the most was corrective feedback where the teacher used ‘explicit correction’. This feedback was often in the form of word input correction, which allowed students to receive correction from the teacher immediately. In addition ’clarification requests’ were recognized as having the least effect on students’ learning. When comparing the duration of the students Japanese language studies, it was found that those who did not have a Japanese language background faced more problems and obstacles related to Japanese word order than those who had a Japanese language background.  Moreover, it was found that ‘Elicitation’ was the type of corrective feedback that had the greatest effect on learning for people who did not have a Japanese language background.