Abstract:
This study examines Japanese language education in Sri Lanka, the JFL,
Japanese as a Foreign Language. This study examines the acquisition
difficulties and pedagogical strategies for learning one of the alphabets in
the Japanese language. The Japanese language consists of three alphabets:
Hiragana, Katakana, and Kanji. To succeed in Japanese language acquisition,
one must master these three alphabets with their different usages. There is a
lack of previous studies mainly focusing on Sri Lankan students in the JFL
situation. In addition, the second alphabet, Katakana, involves complicated
usage compared to the other two alphabets, Hiragana and Kanji. Therefore,
this study focuses on the Katakana alphabet to unveil hidden factors related to
learners and teachers. The research methodology included a comprehensive
literature review focusing on the current situation of Japanese language
education, with particular emphasis on the experiences and challenges of
Sri Lankan learners. The research question is to find out what the current
achievements and challenges are in learning and teaching the Katakana
alphabet in the Japanese language. Through qualitative research analysis,
this study identified both achievements and challenges related to learning
and teaching perspectives. One of the major concerns regarding Katakana
acquisition among Japanese language learners and teachers is the similarities
and differences between the English language and the Katakana alphabet.
In conclusion, this study states that learning and teaching the Katakana
alphabet are largely affected by three aspects: linguistic, social, and cultural.
The research intends to enhance Japanese language acquisition in Sri Lanka
and generate ideas for specific teaching strategies to help Japanese Language
learners overcome the difficulties they encounter when learning Katakana.
