Learning Strategies in Japanese Vocabulary of Thai-Nichi Institute of Technology Students in Japan Courses
Thai-Nichi Institute of Technology, Thailand
ABSTRACT
The purposes of this research were 1) to study learning strategies in Japanese vocabulary of Thai-Nichi Institute of Technology students in four aspects: Knowledge of Japanese Vocabulary, Memorization of Japanese vocabulary, Using Japanese Vocabulary, and Social interaction 2) to compare Japanese vocabulary learning strategies of Thai-Nichi Institute of Technology Business Japanese students on the four aspects according to students’ genders, academic years and faculties, and 3) to compile additional opinions and suggestion. Research samples were 291 TNI students in second semester of 2014 academic year, derived through simple random sampling technique. The instruments used for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for analyzing the data were frequency, percentage, mean, standard deviation, t-test, Ftest, and content analysis. The research findings were as follows: Learning strategies in Japanese vocabulary of TNI students in overall were at moderate level (x̄ =3.33). When considered in each aspect, it was found that their learning strategies were at moderate level in Knowledge of Japanese Vocabulary, Memorization of Japanese vocabulary, Using Japanese Vocabulary, and Social interaction (x̄=3.34, x̄=3.24, x̄=3.32, x̄ =3.50 respectively). 2. The students with different genders showed no significant differences in overall. When considered in each aspect, it was found that there were statistically significant differences at .05 level on Using Japanese Vocabulary. The students with different academic year showed no significant differences in overall. When considered in each aspect, it was found that there were statistically significant differences at .05 level on Knowledge of Japanese Vocabulary. The students with different faculty showed no significant differences in overall. When considered in each aspect, it was found that there were statistically significant differences at .05 level on Memorization of Japanese vocabulary and Social interaction. TNI students had supplemental suggestions as following: Teacher should teach by using various activities. Teacher should repeat difficult vocabularies as often as possible. An activity that enhanced listening and writing skills was important for the students. It was important to motivate the students to use Japanese vocabularies learned in classroom in different situations.
KEYWORDS
Teaching Japanese Vocabulary, Japanese Teaching-Learning Technique, Japanese Teaching-Learning Process