Japanese Language Educators’ Strategies for and Attitudes toward Teaching Kanji

Abstract

The attitudes of 251 second language teachers toward kanji and their choices of instructional strategies for teaching kanji were explored in this study. Principal component analysis resulted in the identification of 6 statistically reliable domains representing underlying attitudes toward teaching kanji (cultural tradition, difficulty of kanji, affective orientation, aptitudes, usefulness of kanji, and expectation for the future of kanji) and 3 instructional strategies (context, memory, and rote learning). Descriptive statistics revealed that the most positive attitude was toward the “usefulness of kanji” and that the most common instructional strategy was “rote learning.” Canonical correlation revealed a statistically significant correlation between 3 attitude variables—affective orientation, usefulness of kanji, and cultural tradition—and 2 instructional strategies—memory and context strategies. The results showed that: (a) the underlying attitudes toward teaching kanji and teaching strategies were multidimensional and complex, and (b) teachers who appreciated the cultural tradition in kanji and its practical utility tended to have a more positive affect and were more likely to utilize memory and contextual strategies for teaching kanji, although rote learning strategies were the most frequent among all teachers.

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