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Effects of Instruction on Japanese Discourse Marker N Desu Open Access


Other title
effects of instruction
n desu
Type of item
Degree grantor
University of Alberta
Author or creator
Katayama, Akemi
Supervisor and department
Kabata, Kaori (East Asian Studies)
Examining committee member and department
Dailey-O’Cain, Jennifer (Modern Languages and Cultural Studies)
Adolphson, Mikael (East Asian Studies)
Li, Xiaoting (East Asian Studies)
Department of East Asian Studies
Japanese Language and Linguistics
Date accepted
Graduation date
Master of Arts
Degree level
The present study investigated the effects of explicit and implicit instruction on the acquisition of pragmatic knowledge of the Japanese discourse markers n desu and its variant n desu ka. The study employed a quasi-experimental design with pre-, post-, and delayed posttests. The explicit group received instruction including explanations about when the discourse markers are used or not used. The implicit group received instruction that lacked this explanation and requested participants to discover the pragmatic rules of the discourse markers. The results of a discourse completion posttest showed that both explicit and implicit instruction had an immediate positive effect on learning of the target pragmatic features. However, this positive effect did not last until the time of a delayed posttest. The study also found no significant differential effects between explicit and implicit instruction. In addition, the effects of instruction varied depending on the functions of the discourse markers.
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