Effects of Instruction on Japanese Discourse Marker N Desu

  • Author / Creator
    Katayama, Akemi
  • 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.

  • Subjects / Keywords
  • Graduation date
    Spring 2012
  • Type of Item
  • Degree
    Master of Arts
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
  • Specialization
    • Japanese Language and Linguistics
  • Supervisor / co-supervisor and their department(s)
  • Examining committee members and their departments
    • Dailey-O’Cain, Jennifer (Modern Languages and Cultural Studies)
    • Adolphson, Mikael (East Asian Studies)
    • Li, Xiaoting (East Asian Studies)