A study of acquisition of Katakana words by Chinese and Korean learners and their attitudes toward learning said words

鉴于日语第二语言学习者在学习片假名词（即用片假名书写的词，如外来词）方面的困难，教师对片假名词的指导是不够的。日语作为第二语言的学习者在很多场合需要理解片假名。为了更有效地开发片假名教学的方法和材料，需要进行更多的研究来积累数据。本研究的目的是分析学习者在学习片假名词时遇到的困难以及他们对学习片假名词的态度。我们进行了以符号和意义为重点的片假名单词听力测试，然后对韩国和中国的日语学习者进行了片假名单词学习态度的问卷调查。我们还研究了片假名单词教学的效果。结果表明，这种教学是有效的，可以改善学习者的态度。

Seeing the difficulty of L2 learners of Japanese in studying katakana words (i. e., those written in katakana, e. g., loanwords), it cannot be said that teachers give enough guidance concerning katakana words. Learners of Japanese as a second language need to understand katakana words on many occasions. More research should be carried out to accumulate data to develop methods and materials for teaching and learning katakana words more effectively. The purpose of this study is to analyze learners' difficulties in learning katakana words and their attitudes towards learning katakana words. We conducted katakana word listening tests focusing on notation and meaning and then conducted questionnaires to Korean and Chinese learners of Japanese on their attitudes toward learning katakana words. We also examined the effects of katakana word instruction. The results show that such instruction is effective and can improve learners' attitudes.