The self-monitoring of foreign students of japanese in pronunciation learning

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The purpose of this study was to make clear the effects of self-monitoring strategy in foreign students of Japanese on pronunciation learning and to examine the relations between the motivations for this learning and the strategy of this kind. One hundred twelve foreign students of Japanese, mainly Asians, were asked to respond to 24 items of motivations and 42 items of strategy for their pronunciation learning. Ten types of strategy and six types of motivation were found through the factor analysis of the items. As a result of path analysis, the self-monitoring strategy had a positive effect on their pronunciation score and the students who had high motivations and constructive perspectives to their future learnings tended to use self-monitoring strategy. Further analysis revealed that three categories of self-monitoring strategy were found, and among them, self-monitoring based on adequate criteria by listening to the pronunciations of model was highly related to the pronunciation score.

Original languageEnglish
Pages (from-to)438-448
Number of pages11
JournalJapanese Journal of Educational Psychology
Issue number4
Publication statusPublished - 1997


  • Foreign students of japanese
  • Learning motivation
  • Learning strategy
  • Pronunciation learning
  • Self-monitoring

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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