Relevance of Japanese as a Foreign Language - Essay Example

Relevance of Japanese as a Foreign Language. Customer’s Name: Institutional Affiliation: Date: Japanese as a foreign language in Australia has been found to be relevant in various settings in the country and internationally. According to Kurata (2011), some of the major areas in which Japanese as a second language has been useful. These areas include; trade, cultural market opportunities, cultural exchange, tourism, student exchange program, foreign relations, expertise exchange/assistance amongst others. Below are some of the fields in which Japanese has been attested to be pertinent. Globalization, Social Networking and Cultural Exchange. As Japanese learner, I have noted that Australian learners of Japanese have broadened their social and cultural understanding of the target country (Japan) due to frequent interactions with Japanese immigrants in Australia. The relations between the learners and Japanese speakers are essential in the facilitation of chances of learning Japanese. Social networks have also been affirmed as major aspects of JFL acquisition. Increasing numbers of findings have claimed that consciousness of the background and social facets of language studying should be improved in the area of L2 acquirement. Key among the social facets correlated to L2 is the interaction between the L2 student and the L1 community. Interactions are an integral part of language consciousness that enhances the L2 acquisition chances. According to Drysdale and Kitaoji (2006), one of the crucial social aspects that have motivated the learning of Japanese as a foreign language and culture by Australian nationals has been the intermarriage between the citizens of the two nations. In order to understand each other, the married couples have had to undergo both Japanese and English language learning. They have also done this with the aim of understanding each other’s culture and societal demands. The growth of cross-cultural and interpersonal interaction requirements has been accredited to the fact that the interaction in the global framework has not been restricted to communication at professional level. The growing global incorporation of the manufacturing, exchange and utilization of commodities and services and the use of the internet, has enabled persons from different nationalities with different personalities to carry out business dealings with one another and also interact on subject matters of common interests. This has not left out Japanese nationals who have interacted successfully with other people around the world thereby gaining new cultures and languages while at the same dispersing their language and culture to the rest of the globe. This has been evidenced by the use of loanwords by native Japanese speakers and second language learners. Japanese is been noted to be a highly acquiring language and thus can be observed in the use of English loanwords/ gairaigo and lexical words/kanjt in Japanese letters. Absorption of the language has been quick due to the fact that Japanese nationals are able to come to terms and conform to the herald of the dynamic changes. Language Socialization. During my studies and interaction with L1 Japanese language speakers, I noted that socialization was another major contributor to the increased number of learners taking JFL as it take into account two basic procedures, that is, socialization due to the application of the language and socialization to apply the language. Narratives have therefore been applied in the provision of genuine framework of interaction, facilitating the application of rich points in the anticipated manner during interaction with Japanese listeners. Miwako has affirmed this fact by noting that learning a second language does not only involve learning the L2 language alone but also creating cultural responsiveness of the target language. This encourages the learners to use narratives as a way of genuine learner production to enable learners applies their cultural awareness of things that are anticipated in the discourse that is aimed at thereby assisting the learners in language socialization. Recent findings have shown that narratives can applied in second language socialization thereby encouraging the L2 students to view the target language from an emic point of view and go on to take part in the Japanese discourse society (Farrell, 2008). Investment and Business. I have also noticed that in the recent years the trade between the Japan and Australia has flourished as a result of the increase and subsequent growth in imports from Japan and exports from Australia. Australia has been noted has the second major trading partner of Japan after its neighbour China. Japanese businessmen and women have been known to bring into Australia motor vehicles, heavy machineries, textile, fish products, automobile spare parts, building fittings and hardware while Australia exports products such as sugar, wine and other fruit products to Japan. The trade between the two nations has therefore encouraged the learning of Japanese as a foreign language by Australian businessmen/women looking for market opportunities for their products in Japan. The proximity between Japan and Australia has provided a quick and optional market for the products of both countries. The language has also proved to be a must know language for international traders interested in carrying trade with Japanese counterparts. This has been necessitated by the need for fair bargaining grounds for the prices of commodities and services they want to purchase from or sell to the Japanese speakers, thereby making the language relevant in eradicating trade barriers and easing trade (Farell, 2008). The economic power/force of Japan has also been cited as one of the major aspects that has pushed for the growth and spread of Japanese language in Australia and the rest of the world as Japanese language has been recognized as one of the world’s business languages acceptable globally. Many business professionals have found it necessary to learn the language in order to carry out multilateral business deals. Japanese has been utilized in conducting research, business bargain and communicating specialist information to business partners, signing business agreements amongst many other uses. While shopping in Japan during my studies in the country, I realised that business is an integral part of the Japanese customs and traditions. This presents a robust sense of admiration and reverence when it comes to conducting business in Japan. Fellow L1 Japanese student told us that carrying out business deals in Japan does not only entail money but also learning Japanese language. An international businessman who takes time to learn the language is likely to get lucrative deals compared to one who does not, thereby making it relevant in the international business arena. Hence, for Australian businesses to compete effectively in the Japanese market, they have to learn to deal with the Japanese language and cultures. Business has been noted has being one amongst many areas in which language competencies are required, however, several Australian government agencies such as tourism, engineering, education , international law, economics and many others require people with foreign language skills (Kojima, 1971). Students Exchange Programs and Studying Abroad. While studying in Japan, I observed that the number of students from Australia on an exchange program to Japan was steadily rising with time. These necessitated by the need for students pursuing such programs to consider learning Japanese as a second language with the objective of easing their day to day operations and learning while in Japan. The foreign students have been greatly encouraged to learn Japanese culture, culturally salient points and societal requirements in order to effectively communicate without being misunderstood. I as well noticed that the country’s (Japan’s) universities and colleges have also been noted to offer highly and worldly recognized degrees in the fields of engineering, building and construction, architecture, mining, energy and fishery. These have attracted many students from Australia who are interested in studying and prospering in the specified fields (Kurata, 2011). It has been noted that most of the subjects offered by Japanese universities and colleges are offered in the Japanese language there by making it pertinent for any student with ambitions of pursuing his studies in Japan to learn the language. Learning Japanese enabled me to step into the mind and the standpoint of the Japanese culture. The inability to communicate and fathom the culture on its own terms in the beginning of my studies blocked me from accessing the L1 culture. Drysdale and Kitaoji (2006) noted that in a world where human beings rely on one another to get commodities and services, resolve political disagreements, and guarantee intercontinental safety, appreciating other foreign languages and cultures such as Japanese has become vital. Intercultural insensitivity has been observed to cause distrust and misapprehension and the inability to work as a team, bargain and concur. Learning Japanese also offers me the capability to examine my native language and culture from an outsider’s point of view. Globalization and modern ways of communication such as the internet have been observed to bring the world closer than ever before thereby making it relevant for me and other learners to learn foreign languages such as Japanese. Another key factor I have noted to be key in making Japanese language pertinent in Australia has been the frequent educational scholarships offer by the government of Japan to students who wish to study different courses and languages including Japanese. During my short stay in Japan as L2 learner, I found that learning Japanese in Japan inexpensive compared to other destinations such as Australia, Britain, United States of America, Russia and Germany. The cost of education is further reduced for students who already know and have mastered Japanese language while in the native countries compared to those who enrol for the Japanese language classes in Japan. Enhancing Native Language Capabilities and Cognitive Skills. As a student learning Japanese, I have observed that learning Japanese has enhanced my comprehension of other languages. This pertains to particular language competencies and general linguistic capabilities. Findings have also affirmed that students undertaking Japanese language as second languages have better language skills in English and better literary accomplishments coupled with improved listening skills and remembrances have been confirmed to directly relate to broadened foreign language studies (Kojima, 1971). Kurata (2011) has maintained that learning Japanese entails numerous learning skills and that the language can greatly improve a learner’s capability to master and perform in numerous areas. Individuals who have learnt Japanese as a second language have exhibited higher cognitive improvement in fields like ingenuity, psychological flexibility, and superior reasoning abilities applicable in problem resolution and conceptualization. These facts have therefore made languages such as Japanese more popular and relevant in Australia and the world at large. Education and Teaching. Another field in which Japanese has proved to be pertinent is in teaching and education. Since I started learning Japanese, I have seen an increase in the number of students interested in foreign languages that include Japanese. This in my opinion has led to the growth of the language in the country as teachers have taken the time to learn the language in order to be relevant to the dynamic needs of their students. Other students have been observed to learn Japanese language mainly for prestige purposes meaning that they consider the language more influential than others. Students who have excelled in learning Japanese as a second language have been noted to exhibit more confidence than their counterparts who are not successful. Therefore the successful students are motivated to learn new and challenging tasks with a higher level of motivation. Research carried out has also proven that the major motivating factor for Japanese learners has been effectively and activity with over 50% of the interviewees agreeing with this finding. It was also noted that any alteration from affectivity to instrumentality/activity coupled with a sense of difficulty and unfulfilling outcomes are some of the causes of discontinuation by learners while a trip to the target nation and observed advantages in an individual’s upcoming expectation may cause alteration in the resolution to discontinue learning to continuing. These discoveries have proven essential to teaching as instrumentality and affectivity are prone to socio-cultural pressure. (Kurata, 2011). Tourism and Travel Industry. I also consider the increase in number of Japanese citizens visiting Australia as tourists as another factor that has made Japanese language relevant in the country. The tourists have necessitated the need for Australian tour guides, hotel operators and other interest groups in the tourism industry with knowledge of Japanese in order to offer quality services. In return, the Japanese tourists brought into the country foreign exchange (2008, p. 73). These have provided employment and investment opportunities for Australian nationals hence making the learning of L2 relevant to the industry. I have also come across Australian nationals interested in visiting Japan as tourists undertaking Japanese language to enable them to operate and socialize while in the country. Some of these tourists travel to Japan specifically to learn the Japanese language, culture and customs. Australian and other researchers from the rest of the world who intend to carry out research in Japan have also forced to learn the language in order to conduct successful research as they are likely to interview and collect data from native L1 speakers. Kojima (1971) affirms that for a foreign researcher to be successful in carrying out research in Japan, he/she should know the basic Japanese language elements such as greetings and how to ask and request for things. References; Kurata N, 2011, Foreign language learning and use: Interaction in informal social networks, Continuum International Publishing Group, New York City, USA. Farrell R, 2008. Japanese investment in the world economy: A study of strategic themes in the internationalisation of Japanese Industry, new horizons in international Business, Edward Edgar Publishing, Cheltenham, United Kingdom. Drysdale P and Kitaoji H, 2006, Japan & Australia: Two societies and their interaction. Australian National University Press, Acton, Australian Capital Territory, Australia. Kojima K, 1971. Japan and a Pacific Free Trade Area, University of California Press, Berkeley, California Read More

Miwako has affirmed this fact by noting that learning a second language does not only involve learning the L2 language alone but also creating cultural responsiveness of the target language. This encourages the learners to use narratives as a way of genuine learner production to enable learners applies their cultural awareness of things that are anticipated in the discourse that is aimed at thereby assisting the learners in language socialization. Recent findings have shown that narratives can applied in second language socialization thereby encouraging the L2 students to view the target language from an emic point of view and go on to take part in the Japanese discourse society (Farrell, 2008).

Investment and Business. I have also noticed that in the recent years the trade between the Japan and Australia has flourished as a result of the increase and subsequent growth in imports from Japan and exports from Australia. Australia has been noted has the second major trading partner of Japan after its neighbour China. Japanese businessmen and women have been known to bring into Australia motor vehicles, heavy machineries, textile, fish products, automobile spare parts, building fittings and hardware while Australia exports products such as sugar, wine and other fruit products to Japan.

The trade between the two nations has therefore encouraged the learning of Japanese as a foreign language by Australian businessmen/women looking for market opportunities for their products in Japan. The proximity between Japan and Australia has provided a quick and optional market for the products of both countries. The language has also proved to be a must know language for international traders interested in carrying trade with Japanese counterparts. This has been necessitated by the need for fair bargaining grounds for the prices of commodities and services they want to purchase from or sell to the Japanese speakers, thereby making the language relevant in eradicating trade barriers and easing trade (Farell, 2008).

The economic power/force of Japan has also been cited as one of the major aspects that has pushed for the growth and spread of Japanese language in Australia and the rest of the world as Japanese language has been recognized as one of the world’s business languages acceptable globally. Many business professionals have found it necessary to learn the language in order to carry out multilateral business deals. Japanese has been utilized in conducting research, business bargain and communicating specialist information to business partners, signing business agreements amongst many other uses.

While shopping in Japan during my studies in the country, I realised that business is an integral part of the Japanese customs and traditions. This presents a robust sense of admiration and reverence when it comes to conducting business in Japan. Fellow L1 Japanese student told us that carrying out business deals in Japan does not only entail money but also learning Japanese language. An international businessman who takes time to learn the language is likely to get lucrative deals compared to one who does not, thereby making it relevant in the international business arena.

Hence, for Australian businesses to compete effectively in the Japanese market, they have to learn to deal with the Japanese language and cultures. Business has been noted has being one amongst many areas in which language competencies are required, however, several Australian government agencies such as tourism, engineering, education , international law, economics and many others require people with foreign language skills (Kojima, 1971). Students Exchange Programs and Studying Abroad. While studying in Japan, I observed that the number of students from Australia on an exchange program to Japan was steadily rising with time.

These necessitated by the need for students pursuing such programs to consider learning Japanese as a second language with the objective of easing their day to day operations and learning while in Japan.

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