Quizlet as Didactic Support in the Teaching-Learning of Transitive and Intransitive Verbs in Japanese for Mexican Students

Abstract

This work addresses an educational topic about the use of Quizlet as a didactic tool to teach transitive and intransitive verbs in Japanese to Mexican students. The main objective is to find more effective strategies for teaching these verbs, seeking correlations between lexical and morphosyntactic levels. The importance of linguistic and pedagogical integrality is emphasized, as no language exists only at one linguistic level.

The methodology combines qualitative and quantitative approaches, using observations in physical classrooms and online surveys with basic Japanese students. The gathered data highlights that using images with vocabulary facilitates learning, especially when combined with Quizlet as a self-learning tool before physical classes.

The data analysis shows that 85.7% of the respondents improved their learning when using images alongside verbs; and using Quizlet before classes helped in understanding the morphosyntax, meaning, and usage of the verbs. There is an emphasis on the importance of teaching verbs considering their syntactic-pragmatic relationship.

Finally, it is concluded that the effective teaching of these verbs is linked to both lexicon and syntax, emphasizing the importance of integrating grammar and vocabulary in the teaching-learning process. A pedagogical approach that combines self-learning with Quizlet and the teacher's involvement in physical classes using visual and contrasting examplesTop of Form is proposed.