Japanese Language Students' Perception of Using Anime As A
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Chan, Wong, and Ng, Japanese language students’ perception of using anime as a teaching tool JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL Yee-Han Chan Ngan-Ling Wong Lee-Luan Ng University of Malaya, Kuala Lumpur, Malaysia [email protected] First received: 6 January 2017 Final Proof Received: 29 May 2017 Abstract Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool. Keywords: anime; popular culture; teaching Japanese as a foreign language Nowadays, with the rapid growth and availability of classroom (Frey & Fisher, 2004; Alim & technology, traditional teaching approaches are Pennycook, 2007; Black, 2008). Frey and Fisher often complemented by new innovations such as (2004) made use of graphic novels to enhance their computers and audio-visual equipment as additional students’ reading and writing abilities. “Having teaching aids along with the textbooks to teach begun with the idea that graphic novels were comic language. Over the years, the advantages related to books at best and a waste of time at worst, we now the use of audio-visual aids in language classrooms realize the power they have for engaging students in have been a topic of vigorous debate. Sources of authentic writing” (Frey & Fisher, 2004: 24). Hip- authentic audio-visual aids which are commonly hop culture and rap are highly popular among youth used in the foreign language classroom include worldwide and have been recognised as an news, movies, songs, and cartoons. According to influential transformative educational tool despite Cheung (2001), “popular culture is a rich source of their controversial position in mainstream education authentic materials, developing learning based on (Alim & Pennycook, 2007). According to Black students’ daily experience, personal values, (2008), incorporating popular culture in the attitudes, and feelings” (p. 60). Yet, “popular culture classroom could unite the students and encourage has been looked down upon in the education field” possible connection with one another based on their for a long time (Fukunaga, 2006: 220). People have interest outside of school. been criticizing the negative influence of popular The use of audio-visual materials, such as culture on children and youth since the 1990s and movies, dramas, news, and cartoons in teaching they also perceived popular culture as “evil” (Stack English as a Second/Foreign Language (ESL/EFL) & Kelly, 2006: 15). has become a common approach for the ESL/EFL While some educators are concerned with the educators. However, in the context of teaching the negative influences from popular culture texts, some Japanese language, many educators may not be fully advocate incorporating popular culture elements into aware of the option of using anime as a language the curriculum. Many studies have found success by and culture teaching tool. According to the Survey putting popular culture to work in the language Report on Japanese-language Education Abroad 93 doi: dx.doi.org/10.17509/ijal.v7i1.6862 Indonesian Journal of Applied Linguistics, Vol. 7 No. 1, May2017, pp. 93-104 2012, among the reasons and purposes to study the Japanese” (55.5%) and followed by “interest in Japanese language, “interest in Japanese language” manga, anime, J-Pop, etc.” (54.0%) (The Japan was the most frequently cited (62.2%). The next Foundation, 2012b) (see Figure 1). most frequently cited reason was “communication in Reasons and purposes to study Japanese language 70% 62,2% 2009 (n=13,998… 58,1% 55,5% 2012 (n=15,272… 54,0% 55,1% 60% 50,6% 49,7% 47,4% 50% 42,6% 42,3% 35,0% 35,3% 40% 34,0% 32,9% 32,4% 31,4% 26,6% 28,6% 25,6% 25,7% 25,2% 30% 24,1% 21,4% 21,0% 21,0% 18,4% 20,4% 19,1% 17,9% 18,7% 20% 11,6% 15,1% 11,3% 9,6% 9,3% 10% 2,1% 0% Examinations (university, (university, Examinations etc.) N.A. Interest in history, literature, etc. history, Interest literature, in politics, Interest economy,in and in Study Japan Necessary forwork current Necessary Future employment Institution's policy Other Interest anime, manga, J Interest in Sightseeing in Japan Sightseeing Interest and science technology Interest in Japanese Interest language in and Goodwill exchange cultures Understanding other Inherited language Inherited Parental Parental wishes Communication in in Japanese Communication - Pop, etc. Pop, … Figure 1. Reasons and purposes to study the Japanese language The survey report stated that, “the fact that romance, comedy, tragedy, adventure, even ‘interest in manga, anime, J-pop, etc.’ was more psychological probing of a kind seldom attempted frequently cited than ‘interest in history, literature, in recent mass-culture Western film or television. etc.’ makes it clear that Japanese pop culture has […] Unlike cartoons in the West, anime in Japan is truly a main-stream pop cultural phenomenon” made its mark throughout the world, establishing (p. 6-7). itself as a starting point for interest in and involvement with Japan and the Japanese language” The term “anime” (depicted in Japanese (The Japan Foundation, 2012b: 4). Based on the katakana as アニメ) is believed to be a borrowed survey report, there is evidence to suggest that there word abbreviated from the English word, may be some connections between interest in anime “animation”. Recently, the word “anime” has been and Japanese language learning. This apparent included in several English dictionaries such as the connection has led us to consider the potential of Oxford English Dictionary and Longman using anime as a language and culture teaching tool Dictionary. In other words, “anime” has become a in the Japanese language classroom. Therefore, it is twice-borrowing word, where it was originally worth exploring the question of what happens when borrowed from the English word “animation” but Japanese language students encounter anime in the being borrowed back to English as a clipping of a classroom. loanword, “anime”. According to Martin (2012), “the most famous Japanese boomerang word is What is anime? probably anime, used in English to refer to Japanese There are several ways of defining anime. Anime is animation, but in Japan to mean animation often related to the concept of cartoons. Napier generally”. Therefore, the term anime is used to (2005) explains, “To define anime simply as ‘Japanese cartoons’ define and differentiate animation made in Japan gives no sense of the depth and variety that make and other region’s animation in this paper. up the medium. […] Essentially, anime works The development of television had opened up a include everything that Western audiences are new potential market for anime. In 1963, Mushi accustomed to seeing in live-action films – Production, a studio founded by the famous manga 94 Chan, Wong, and Ng, Japanese language students’ perception of using anime as a teaching tool (Japanese graphic novel) artist, Osamu Tezuka in anime, and to what extent manner and interest in began showing its first TV anime entitled Astro Boy. anime is linked to interest in Japanese culture. She Osamu Tezuka was named the “God of manga” conducted questionnaire surveys with two different (Poitras, 2000: 18) due to the success of his manga, groups of samples, (i) the Japanese language Astro Boy. This was the starting point where anime students, and (ii) anime club members. She began to gain global popularity. Although most suggested that by looking at these two different anime are based on highly popular manga, manga is sample sets, the relationship between anime and not the only source of inspiration of anime. For studying the Japanese language can be observed instance, the Pokémon anime series is based on from two different angles, which are (1) to what Nintendo’s (a video games company) worldwide hit extent the Japanese language students are interested video game, Pokémon. One of Japan’s most in anime, and (2) to what extent the anime fans successful and famous animators is Hayao Miyazaki express their interest in learning the Japanese from Studio Ghibli, which was founded in 1985. He language. Manion (2005) concluded that anime can has created numerous original animated films which stimulate interest in Japanese culture among youths. have gained popularity across the world. Napier She claimed that, (2005) claimed that, “Japanese animation is more “The anime community is eager to learn about popular than ever following the 2002 Academy Japan, and that their enthusiasm for obtaining Award given to Hayao Miyazaki’s Spirited Away” anime leads them to find ways to interact with (p.