Abstract:
Conventional approaches to Japanese language learning by non-native speakers are influenced by a grammar-translation classroom teaching style focussing on intensive reading of texts (Tabata-Sandom, 2015; 2017). Texts are treated as sources of language data, classroom practices influence learners to conceive of reading as demonstrating their ability to correctly translate the literal propositional content from the text (Kumagai, 2007; Ojbro, 2016; Warnick,
2001), and learners believe they need to derive tangible, language-related study benefit from their reading (Abe, 2016).
Native speakers of Japanese, however, focus on their personal experiences or relating the content to their previous knowledge when reading (Warnick, 2001). Whilst there is evidence that extensive reading improves Japanese learners’ attitudes and motivation towards reading in Japanese (Tabata-Sandom & Macalister, 2009; Tabata-Sandom, 2017), the extent to which extensive reading assists learner development of more natural reading stances has yet to be established.
This paper reports on data from reading logs and email interviews collected as part of a small study at the University of Auckland involving six second-year Japanese learners who read extensively over one to two semesters. Participants demonstrated a variety of reading practices related to the experience of reading extensively for their own purposes. While participants did demonstrate efferent stances, the reasons for adopting such stances were not limited to Japanese language study. Learners also demonstrated aesthetic engagement, sometimes exclusively, sometimes in conjunction with efferent stances. This study indicates that learners are able to read for their own purposes when reading extensively.
