Japanese Language Learning Attitudes, Behaviors and Japanese Language Proficiency of Students at the Faculty of Arts, Silpakorn University

Abstract

The objectives of this study are to investigate the Japanese Language students of the Faculty of Arts, Silpakorn University regarding

1) their Japanese language learning sttitudes

2) their Japanese language learning behaviors and

3) the relationships between their attitudes, their Japanese language learning behaviors and their Japanese language proficiency.

The samples of the study were 269 first to fourth year students of the Faculty of Arts, Silpakorn University in the 2015 academic year. The data wer obtained from student questionnaires. Percentages, means, standard deviations, F-Test and correlation coefficient were employed in the data analysis. The results are as follows.

1) Students' integrative attitude and instrumental attitude towards Japanese were high. As for the integrative attitude, they liked Japanese and wanted to be able to communicate with japanese people. They would feel proud if their Japanese communication was succesful much more than thinking about Japanese as a tool for globalized communication. Students' instrumental attitude towards Japanese was positive, especially the benefits related to future work, study and entertainment much more than focusing on additional knowledge.

2) The most of frequent use of students' Japanese language learning behaviors during class behaviors are as follows : concentrating while studying and listening, always attending class and note-taking. Some after-class behaviors and special activities for learning reinforcement included, doing homework or assignments on their own, and enthusiasm in learning.

3) The relationship between attitudes and behaviors was found to be positive. Based on the results, it can be inferred that the positive attitudes of students in this study can be a predictor of good language learning behaviors. however the attitudes and students' Japanese language proficiency did not correlate with their learning behaviors which mainly focused on during class behaviors. Class behavions alone are not sufficient to enable them to be proficient in Japanese language learning.