{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68889"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68889","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Comparison of Two Methods of Teaching Japanese in Respect to Cognitive and Affective Variables (counseling-Learning Approach)","abstract":"113 p.","abstract_html":"113 p.","abstract_has_math":false,"creators":["Komiya, Caroline-Keiko"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:42Z","date_published":"2014-12-15T18:49:42Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Language, Linguistics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8409792"],"render_values":[{"text":"(UMI)AAI8409792","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68889","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Komiya, Caroline-Keiko"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:42Z","10000-01-01","1984"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Linguistics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68889","(UMI)AAI8409792"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["113 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.","The present study explored the applicability of an innovative approach, the Counseling-Learning approach, in an already established university language curriculum. This study also compared two different approaches: the Counseling-Learning approach and the Audio-Lingual Method in areas of linguistic competence, communicative competence, and affective variables.","The experiment included twenty-nine (29) first year Japanese students at a mid-western university. An experimental group was taught by the Counseling-Learning approach while two control groups were taught by the Audio-Lingual method for fourteen weeks. During the experiment, data concerning learner's self-esteem, anxiety, motivation, perception of language instructor, communicative competence, and linguistic competence were collected. The Pearson product-moment correlations, analysis of variance, and discriminant analysis were used to interpret the collected data.","The results of the experiment indicated that there were no statistically significant differences between the experimental group and the control groups with regard to affective variables. But, the experimental group scored higher in communicative competence than the control groups.","For future experiments a more sensitive instrument to measure affective variables is recommended. Also, a research design with more control over the teacher variables is recommended. Finally, a more extensive use of videotapes to measure communicative competence may be beneficial.","Made available in DSpace on 2014-12-15T18:49:42Z (GMT). No. of bitstreams: 1 8409792.pdf: 3767134 bytes, checksum: a51d0e6e68e955f32ffc89a43b21142b (MD5) Previous issue date: 1984","Embargo set by: Seth Robbins for item 69055 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only"]},{"key":"dc:title","label":"Title","values":["A Comparison of Two Methods of Teaching Japanese in Respect to Cognitive and Affective Variables (counseling-Learning Approach)"]}]}],"canonical_facts":{"dc:creator":["Komiya, Caroline-Keiko"],"dc:date":["2014-12-15T18:49:42Z","10000-01-01","1984"],"dc:description":["113 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.","The present study explored the applicability of an innovative approach, the Counseling-Learning approach, in an already established university language curriculum. This study also compared two different approaches: the Counseling-Learning approach and the Audio-Lingual Method in areas of linguistic competence, communicative competence, and affective variables.","The experiment included twenty-nine (29) first year Japanese students at a mid-western university. An experimental group was taught by the Counseling-Learning approach while two control groups were taught by the Audio-Lingual method for fourteen weeks. During the experiment, data concerning learner's self-esteem, anxiety, motivation, perception of language instructor, communicative competence, and linguistic competence were collected. The Pearson product-moment correlations, analysis of variance, and discriminant analysis were used to interpret the collected data.","The results of the experiment indicated that there were no statistically significant differences between the experimental group and the control groups with regard to affective variables. But, the experimental group scored higher in communicative competence than the control groups.","For future experiments a more sensitive instrument to measure affective variables is recommended. Also, a research design with more control over the teacher variables is recommended. Finally, a more extensive use of videotapes to measure communicative competence may be beneficial.","Made available in DSpace on 2014-12-15T18:49:42Z (GMT). No. of bitstreams: 1 8409792.pdf: 3767134 bytes, checksum: a51d0e6e68e955f32ffc89a43b21142b (MD5) Previous issue date: 1984","Embargo set by: Seth Robbins for item 69055 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only"],"dc:identifier":["http://hdl.handle.net/2142/68889","(UMI)AAI8409792"],"dc:subject":["Language, Linguistics"],"dc:title":["A Comparison of Two Methods of Teaching Japanese in Respect to Cognitive and Affective Variables (counseling-Learning Approach)"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:59Z"}