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The Language Learning Journal Volume 45, 2017 - Issue 2
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Articles

The concept of learning Japanese: explaining why successful students of Japanese discontinue Japanese studies at the transition to tertiary education

Ryoko OshimaSchool of Language and Culture, Auckland University of Technology, Auckland, New Zealand
&
Sharon HarveySchool of Language and Culture, Auckland University of Technology, Auckland, New ZealandCorrespondence[email protected]
Pages 153-170 | Published online: 11 Oct 2013

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Read on this site (4)

Zi Wang, Troy McConachy & Ema Ushioda. (2021) Negotiating Identity tensions in multilingual learning in China: a situated perspective on language learning motivation and multilingual identity. The Language Learning Journal 49:4, pages 420-432.
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Nigel Gearing & Peter Roger. (2018) Ebbs and Flows: A Longitudinal Study of an English Language Instructor’s Motivation to Learn Korean. Journal of Language, Identity & Education 17:5, pages 292-305.
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Angela Mary Gayton. (2018) A context-specific approach to L2 motivation in Anglophone settings: a first step towards theory development. The Language Learning Journal 46:4, pages 384-397.
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Ryoko Oshima & Sharon Harvey. (2017) ‘Japanese and the major are incompatible’: institutional reasons for dropping Japanese at the transition from secondary to tertiary education. The Language Learning Journal 45:4, pages 499-517.
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Articles from other publishers (1)

Harumi Minagawa & Dallas Nesbitt. 2021. Language Learning in Anglophone Countries. Language Learning in Anglophone Countries 205 223 .

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