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Số người truy cập: 105,172,173

 Parental Factors in Japanese Language Planning Policy in Vietnam
Tác giả hoặc Nhóm tác giả: Huỳnh Thị Thu Nguyệt, Nguyễn Văn Long
Nơi đăng: Taiwan Journal of East Asian Studies; Số: 19;Từ->đến trang: 129-172;Năm: 2022
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Embedded in the Soft Power policy of Japan, Japanese language education is promoted to contribute to the expansion of Japan's impacts in Asia. In Vietnam, this program was conducted through a joint project by Vietnam's Ministry of Education and Training (MOET) and Japan's Embassy. Although English is still regarded as a dominant foreign language in this country, Japanese has been drawing more attention in recent years. However, while English education is well-explored and assessed academically from various perspectives, there is still a lack of research in Japanese teaching and learning. Firmly grounded on Spolsky's model of Language Planning Policy (LPP), this study centralizes parents as an influential factor in the language choices. From the LPP and Self-Determination Theory (SDT) perspectives, it examines the impacts of Japan's Soft Power policy on community's ideologies and perceptions, and how it may influence their language choices. Centralizing parents of junior-high-school learners of Japanese, the results revealed that language was an effective medium to exhibit diplomatic influence on another country. Implications are also discussed.
ABSTRACT
Embedded in the Soft Power policy of Japan, Japanese language education is promoted to contribute to the expansion of Japan's impacts in Asia. In Vietnam, this program was conducted through a joint project by Vietnam's Ministry of Education and Training (MOET) and Japan's Embassy. Although English is still regarded as a dominant foreign language in this country, Japanese has been drawing more attention in recent years. However, while English education is well-explored and assessed academically from various perspectives, there is still a lack of research in Japanese teaching and learning. Firmly grounded on Spolsky's model of Language Planning Policy (LPP), this study centralizes parents as an influential factor in the language choices. From the LPP and Self-Determination Theory (SDT) perspectives, it examines the impacts of Japan's Soft Power policy on community's ideologies and perceptions, and how it may influence their language choices. Centralizing parents of junior-high-school learners of Japanese, the results revealed that language was an effective medium to exhibit diplomatic influence on another country. Implications are also discussed.
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