jsn Journal

Alienation Reflected through the Character of the Bear in Hiromi Kawakami's Short Story Kamisama (The God of Bears)

NANCHAYA MAHAKHAN — 2026-06-02

This study investigates the representation of alienation embodied in the character of the “bear” in Hiromi Kawakami’s short story Kamisama (The God of Bears), a work of magical realism. Employing a documentary research methodology, this analysis draws on scholarly articles and related sources to examine the narrative within the sociocultural context of contemporary Japan. The findings demonstrate that Kawakami develops a discourse on cultural diversity and the coexistence of heterogeneous social groups by positioning the bear as a symbolic figure of the marginalization and adaptive strategies of minority populations in Japan, including foreigners, the elderly, and other socially peripheral groups. The narrative further illuminates intergenerational gaps shaped by differing value systems and customs. These dynamics are expressed through the bear’s enactment of omoiyari, the narrator’s inclination toward amae, and the evocation of Ainu beliefs concerning animal spirits, as exemplified by the iomante ritual.

Strategy for Representing Animals in Zeami’s Noh Plays

Winai Jamornsuriya — 2026-06-02

Gods and animals are closely related. Some animals are the servants of the gods, while others are the vehicles of the gods. This research aims at studying a strategy for representing animals in seven of Zeami’s Noh plays that feature gods as the main characters: Ukon, Oimatsu, Shiga, Takasago, Fujisan, Houjougawa, and Yumiyawata. The research found that horses, turtles, insects, fish, and birds (such as cranes, pigeons, and wild geese) were found in the Noh plays. The animals contributed to the portrayal of the main characters and the scenes in the Noh plays. The strategy for representing animals were divided into four forms: symbol, simile, personification, and description. The animals used as the symbol were cranes and turtles. Those used as the simile were cranes, wild geese, and birds (Common Noun without specific type). Those used as the personification was insects. Whereas the animals featured in the description included pigeons, uguisu, birds, horses, and fish.

Japanese Denim

Jintavat Sirirat

This research article explores Japanese denim as a product born from the cultural convergence between the West and the East, which has elevated it beyond the realm of ordinary clothing. Grounded in Joseph Nye’s concept of soft power and employing content analysis as its primary method, the study presents its findings in three key aspects: (1) the identity of Japanese denim, illustrating its uniqueness through distinctive production processes; (2) Cool Japan strategy, a state-led initiative aimed at enhancing the national economy through soft power resources; and (3) denim as an export commodity, demonstrating the global popularity and international recognition of Japanese denim. The findings indicate that Japan has developed its own distinctive form of denim—transforming from replica to authenticity—through the incorporation of local craftsmanship and wisdom. Japanese denim, therefore, is not merely a fashionable garment cherished by global denim enthusiasts, but also a vital instrument of Japan’s soft power, contributing simultaneously to the nation’s cultural appeal and economic advancement.

Naming of Izakaya Japanese Restaurants in Bangkok

Sawannee Phonimdang — 2026-06-02

This research aims to examine linguistic characteristics, word-formation processes, and sociocultural meanings reflected in the naming of izakaya restaurants in Bangkok. Data were collected from the official Facebook and Instagram pages of 120 restaurants. The results reveal that most izakaya names follow a two-word Japanese compound pattern: “[identity] word + izakaya,” reflecting a traditional naming style and emphasizing clear communication of the business type to customers. Twelve word-formation processes were identified, with the three most frequent being compounding, phonological change, and affixation. Regarding sociocultural meanings, 26 semantic groups were identified, with “food” and “place” ranking first and second in frequency, indicating an emphasis on authenticity to build customer trust. Furthermore, names related to “people” and “nature” reflect the “third place” concept, which reduces social hierarchy and offers a home-like sense of relaxation. The use of “animals” and “Japanese cultural icons” (groups of people, characters, or animals) conveys the utilization of Japanese cultural capital in alignment with the Japanese government’s Cool Japan policy.

An Investigation into Japanese Reading Anxiety and Japanese Reading Strategies in Beginner Learners

Pornrat Yenjai — 2026-06-02

This study aimed to investigate (1) the level of Japanese reading anxiety among non-Japanese-major students, (2) the patterns and tendencies of Japanese reading strategy use, (3) the classification of learners based on their reading anxiety levels, and (4) reading strategy use as well as the characteristics of each group. The participants were 216 second-year students at Thai–Nichi Institute of Technology, enrolled in the course JPN-202, Business Japanese 4, during the second semester of the 2024 academic year. The research instruments consisted of a Japanese reading anxiety questionnaire and a reading strategy questionnaire. Data was analyzed using Spearman’s rank correlation coefficients and cluster analysis with Jamovi software. The results revealed that the mean level of reading anxiety was 3.33 (α = 0.85). Regarding reading strategies, the mean scores were 3.58 (α = 0.80) for Top-down (TD), 3.40 (α = 0.75) for Bottom-up (BU), and 3.62 (α = 0.60) for Test-taking (TT) strategies. Cluster analysis classified the participants into two groups: (1) a low-anxiety, high-strategy-use group and (2) a high-anxiety, low-strategy-use group. The first group tended to employ a wide range of reading strategies, whereas the second group tended to avoid Bottom-up strategies that require direct processing of linguistic details. The findings suggest that Japanese reading instruction for non-Japanese major students should emphasize reducing reading anxiety alongside the development of reading strategies. In particular, integrating Extensive Reading and Jigsaw Reading activities into classroom practice can enhance learners’ confidence and improve their reading performance.

Intentional Intermediate Vocabulary Instruction through Vocabulary Awareness and Reading Proficiency

Natthira Tuptim — 2026-06-02

This study aimed to (1) examine the effects of intentional intermediate-level vocabulary instruction through vocabulary awareness on learners’ reading ability in terms of reading speed and reading accuracy; (2) investigate the influence of Japanese language achievement on learners’ reading ability in terms of reading speed and accuracy when they were taught through intentional intermediate-level vocabulary instruction based on vocabulary awareness; and (3) examine the extent to which Japanese language achievement and reading speed predict changes in reading accuracy. The participants were 55 third-year undergraduate students enrolled in grammar-related courses in the first semester of the 2024 academic year. They were selected using purposive sampling. The instructional intervention lasted 15 weeks and integrated intentional intermediate-level vocabulary instruction through vocabulary awareness. The research instrument was a reading ability test consisting of five reading passages. The data independent using a paired-samples t-test to compare differences in reading ability before and after instruction, regression analysis and multiple regression analysis to examine the influence and predictive power of the independent variables on learners’ reading ability. The results revealed that intentional intermediate-level vocabulary instruction based on vocabulary awareness significantly enhanced learners’ reading speed. However, although post-test scores for reading accuracy increased, the difference was not statistically significant. Furthermore, the results of the multiple regression analysis indicated that Japanese language achievement was a significant predictor of learners’ reading ability when they received intentional intermediate-level vocabulary instruction through vocabulary awareness.

The Development of Reading Comprehension and Information Transfer through Translation Writing among Japanese Major Students

Thanyarat sanguansri — 2026-06-02

This research aims to investigate the development of reading comprehension, interpretation, and information transfer through Japanese translation writing among Japanese major students. Two translation writing tasks based on socio-cultural reading texts were used as the data for analysis. The participants were Japanese major students in their second and third years, with 41 students in each year level, representing the same cohort enrolled in consecutive Japanese reading courses. The research instrument was a three-domain analytic rubric assessing reading comprehension, interpretation, and information transfer through translation writing, using a five-point rating scale. Multiple regression analysis revealed that reading comprehension scores in the second year significantly predicted the quality of information transfer through translation writing in the third year. In addition, students’ scores in all three domains were significantly higher in the third year than in the second year. These findings reflect a developmental process in Japanese reading skills that extends into translation writing as a means of information transfer. This process is consistent with the Reading-to-Write Model, which conceptualizes meaning-based reading as a fundamental foundation for higher-level language production. From a pedagogical perspective, the findings indicate that systematically designed reading activities and assessments focusing on reading comprehension and interpretation in the classroom can significantly enhance the quality of students’ translation writing. The findings indicate that designing reading activities and assessments that systematically emphasize reading for main ideas and interpretation in the classroom can significantly enhance the quality of students’ translation writing, support learner development, and contribute to the improvement of Japanese language teaching at the higher education level.

Cross-Cultural Work Adjustment of Japanese and Communication Graduates, Faculty of Liberal Arts, Ubon Ratchathani University

Saowalak Sarapong — 2026-06-02

This study aims to examine the adaptation process and the factors influencing cross-cultural work adjustment among graduates from the Japanese Language and Communication Program, Faculty of Liberal Arts, Ubon Ratchathani University. A qualitative research approach was employed through in-depth interviews with two groups of informants: (1) 15 graduates working in Japanese companies in Thailand and (2) 15 graduates working in Japan. The findings indicate that the adaptation processes of both groups are generally consistent with the U-curve and W-curve models of cultural adjustment. However, the adaptation process is complex and closely related to spatial context and living environments. Graduates working in Japanese companies in Thailand adjust within the context of “two cultures”—Japanese organizational culture and the surrounding Thai social culture. Most adapt relatively smoothly, typically reaching the adjustment stage within the first 1–3 years and progressing to the mastery stage after more than three years of work. Social support from colleagues and surrounding individuals plays a crucial role in reducing stress and facilitating cross-cultural adaptation. In this context, adaptation tends to occur as a mutual process between Thai and Japanese colleagues. In contrast, graduates working in Japan must adapt within an intensive “single-culture” environment and receive comparatively less social support. As a result, they rely more on personal factors, leading to a “one-sided adaptation” process in which they adjust as “visitors” to align with the working environment in Japan.

Youth Language as an Interactional Resource in Japanese L2 Interaction

Soichi Tanaka

This study examines the use and communicative functions of youth-language-like expressions (wakamono kotoba: 若者ことば), referring to forms used by L2 speakers that share interactional functions with youth language but may differ from native-speaker usage in distribution and sociolinguistic nuance, in Japanese L2 interaction among international students in Japan. While previous studies have primarily focused on lexical and descriptive aspects of youth language, limited attention has been paid to its role in naturally occurring interaction, particularly among second language (L2) speakers. To address this gap, the present study analyzes Japanese-language conversations conducted exclusively among international students using Japanese as a second language. Adopting a conversation-analytic approach combined with post-conversation interviews, the study investigates how such expressions emerge in L2 interaction and function as interactional resources. The analysis identifies multiple communicative functions, including facilitating conversation, conveying imagery, fostering solidarity, and hedging speaker stance. Expressions such as intensifiers (e.g., chō (超), metcha (めっちゃ)) and sentence-final forms (e.g., -toka (～とか)) contribute to conversational flow, alignment, and stance negotiation. The findings suggest that youth-language-like expressions are actively used by L2 speakers as interactional resources in peer interaction, indicating that such usage is not limited to native speakers but also emerges in L2-only conversational settings. These results contribute to research on youth language and L2 interaction by highlighting how speakers draw on informal linguistic resources to co-construct interaction.

Integrating Literary Texts into Japanese Language Education

Yoko Kanome — 2026-06-02

In Japanese language education, fostering learners’ critical thinking skills has become an important pedagogical goal. Previous studies have shown that reading activities contribute to comprehension and basic analysis, yet offer limited opportunities for higher-order thinking. This study aims to examine the potential of literary texts as pedagogical resources for fostering critical thinking, with a particular focus on value-laden conflicts and evaluative reasoning embedded in narratives. Drawing on Kusumi’s model of critical thinking and Paul and Elder’s intellectual standards, the study analyzes literature-based teaching materials developed from the Downtown Rocket series. The analysis demonstrates how literary texts can support learners’ progression from comprehension to analysis, evaluation, and application by encouraging perspective shifts and value-based judgment. These findings suggest that literary texts can function not only as reading materials but also as structured pedagogical resources that systematically support the development of higher-order thinking in Japanese language education.

An Analysis of Japanese Four-Character Idiomatic Compounds (Yojijukugo) Containing Animal Terms from the Perspective of Sustainable Development

นภสินธุ์ - แผลงศร — 2026-06-02

This research article aims to 1) analyze the relationship between Japanese four-character idiomatic compounds (Yojijukugo) containing animal terms and the principles of the Sustainable Development Goals (SDGs), and 2) examine the role of Yojijukugo in providing lessons and posing challenges for advancing the SDGs. Using qualitative research methodology, the data consisted of 720 Yojijukugo containing animal terms, analyzed using a three-level analysis framework, and categorized according to the five dimensions of development (5Ps): People, Planet, Prosperity, Peace, and Partnership. The research findings revealed that 1) Yojijukugo have a deep relationship to the principles of SDGs, with the People dimension having the highest frequency (36.81%), followed by the Prosperity dimension (22.22%). The Peace and Planet dimensions have similar frequencies, while the Partnership dimension has the lowest frequency (9.72%)., and 2) Yojijukugo carries a slightly greater significance in conveying 'lessons' (55.56%) than 'challenges,' demonstrating that ancestral Japanese wisdom is rooted in teachings promoting goodness and sustainability. In the People dimension, the Yojijukugo served as lessons in self-development and education to a high degree (25.69%). Conversely, in the dimensions of Peace and the Planet, the Yojijukugo serve more to reflect the "challenges" or dark side of society and human behavior than to provide direct positive lessons.

Editor's Note

Tasanee Methapisit — 2026-06-02