Date

12-2016

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

First Advisor

Kerrie Chitwood

Abstract

World Readiness Standards emphasize the importance of language learners' proficiency in literacy as well as life skills in contemporary society and future. Implementing authentic materials into language instruction is encouraged due to its benefits. Yet adaption of authentic materials for reading is usually delayed until higher-level classes in Japanese instruction at secondary levels. This is often due to the Japanese writing system, which is a combination of hiragana, katakana, and kanji and configures meaning of a sentence. The present study investigated to what extent Japanese as a foreign language (JFL) high school learners use reading strategies when they read authentic materials. The study also explored the differences and/or similarities in reading strategies between JFL high school students who are exposed to the topic vs. students who are not. Strategies JFL high school learners use to process the information from kanji was also reflected upon. The study examined 4 Japanese language learners of two suburban high schools in Central California. The results of the study indicate that use of students' background knowledge is crucial for reading comprehension of authentic material written in Japanese.

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