KJCKorea
Journal Central

Participation in lifelong learning is increasing to adapt to rapidly changing society. However, there are few studies of adult Japanese learners and the scope of the these studies is narrow. In this study, we examined the process of continuing Japanese for adult learners (KAJ) who are learning Japanese despite a very low frequency of Japanese contact while working. KAJ's continuous learning of Japanese was found to be able to be maintained by adding [the existence of learning supporters] to [the driving force of maintaining learning] that was obtained through [interest in Japan] and [experience of acquiring Japanese]. In particular, <Exchange with family, friends, colleagues, and others> and <Support of people who speak Japanese better than themselves> were important factors that led to the stage of difficult times in learning immersion experiences or melting into Japan. In fact, it is expected that it will be able to be used to build a learning community in the Japanese language education field, such as sharing learners' study plans or receiving Japanese news through an open chat room where any KAJ can participate. Furthermore, teachers will need to recognize that Japanese is a coexistence of learners' interest in language itself and interest in Japan.

Adult Japanese learners, Learning Continuation Factors, M-GTA, Learning immersion, Japanese learning.