Kanji learning strategies and language background of L2 Japanese language learners

Abstract Research into language learning strategies (LLS) remains a prominent area within second language acquisition. However, current LLS literature exhibits a significant gap: a lack of focused investigation into the categorization of kanji learning strategies and the influence of orthographic/language background on strategy divergence. This study addresses this urgency by exploring how learners with different first languages (L1s) and orthographic experiences approach kanji acquisition, a critical component of Japanese language learning. Accordingly, this research was guided by the question: “How do pre-intermediate learners of Japanese from different L1 backgrounds and learning contexts categorize and utilize kanji learning strategies?”. A quantitative, questionnaire-based study was conceptualized and administered to pre-intermediate learners of Japanese studying in two distinct contexts: Australia (English L1 learners and Chinese L1 learners) and Sri Lanka (learners with Sinhala L1). The questionnaire, validated through expert review and pilot testing to ensure construct validity and reliability, collected data on the frequency of various kanji learning strategy use. Results from factor analysis revealed three main categories of kanji learning strategies: mnemonic, analytic, and rote learning. A key finding, aligning with the research question, was that Chinese L1 learners studying in the Australian context demonstrated strategy preferences similar to English L1 learners in that same context, a result contrary to expectations based on their prior character exposure. Conversely, learners studying Japanese in Sri Lanka exhibited a different strategy profile, suggesting the learning context may be a more dominant factor than L1 orthography. This study’s cross-cultural comparison of kanji learning among learners from diverse orthographic backgrounds contributes to a deeper understanding of context-dependent LLS use and offers clear implications for optimizing kanji instruction.