Volume: 20  Number: 3  Page: 195–208  doi:10.2167/lcc335.0

Peak Learning Experiences and Language Learning: A Study of American Learners of Japanese

Hiroshi Matsumoto Soka University of America, Language and Culture Program, CA, USA

This study aimed at exploring motivational factors among American college and university students studying Japanese (as a second/foreign) language by examining their Peak Learning Experiences (Anderson et al., 2001; Bloom, 1982). In all, 128 students studying intermediate Japanese at five different schools returned their answers to this study’s survey questionnaire. They were asked to write about (1) the most helpful/encouraging experience that had assisted them in learning Japanese and (2) the most difficult/discouraging experience that had prevented them from learning it well. The most frequently mentioned ‘positive’ Peak Learning Experiences (PLEs) were (1) being understood by native speakers of Japanese (58%), (2) the enthusiasm and patience of the teachers (13%), (3) classroom immersion in authentic Japanese materials (12%) and (4) use of authentic materials in the classroom (8%). The most common ‘negative’ Peak Learning Experiences (NLEs) for students were when they failed to see any progress in their learning (22%). The implications of the study for Japanese language teaching and curriculum design are discussed.

Keywords: Japanese (as a second) language acquisition, Peak Learning Experiences, motivation, study abroad, curriculum design, American college and university students

© 2007 H. Matsumoto

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