A Study of Guidelines for Solving Errors of Using Particles in Japanese 2 of First year students (Japanese Major), Faculty of Humanities and Social Sciences, Sisaket Rajabhat University

Abstract

This research aims to study errors of using Japanese particles to have guidelines for teaching strategies in Japanese 2 of First-year students (Japanese Major), Sisaket Rajabhat University. The samples used in this research can be divided into two groups. One group was 27 students studying Japanese 2 during the second-semester academic year 2016 from the Faculty of Humanities and Social Sciences,Sisaket Ratjabhat University, and the other group was 7 Japanese teachers in Sisaket Province. Research Instruments used in this study were 5 particle exercises used in Japanese 2 and questionnaires. Also, the data were analyzed by using mean, standard deviation and percentage. The data used in this study were the errors from 4,266 particle exercise items gathered from studying tasks of the 1st year students enrolled in Japanese 2 in the academic year 2016. The findings indicate that there were 2,094 errors out of 4,266 particle exercise items, and there were five most common types of particle errors. Among those five types of particles, まで (made) was the most frequently found (74.04%), followed by も(mo) (72.84%) and で (de) (71.02%) respectively. Also, the other two types of errors found were より (yori) (70.37%), and へ (e) (65.19%) respectively. Besides, Guidelines for teaching strategies in Japanese 2 gathered from 7 Japanese teachers in Sisaket Province were collected as significant data. The researcher summarizes 5 ways to improve teaching strategies which are 1) showing more examples in various sentence patterns 2) emphasizing on exercise in both written tasks and oral presentation 3) adding more supportive skill activities such as Mind Map, games 4) encouraging self-study and 5) integrating new and up-to-date various learning materials such as picture cards, written media (advertisements, storybooks) and social media.