The Acquisition of Japanese as a Second Language PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Acquisition of Japanese as a Second Language PDF full book. Access full book title The Acquisition of Japanese as a Second Language by Kazue Kanno. Download full books in PDF and EPUB format.
Author: Kazue Kanno
Publisher: John Benjamins Publishing
ISBN: 9789027224880
Category : Language Arts & Disciplines
Languages : en
Pages : 202
Get Book Here
Book Description
This text aims to broaden the field of second language acquisition, focusing on Japanese rather than on more commonly studied European languages. Chapters include studies on input and interaction, research into the evaluation of proficiency, and grammatical investigations.
Author: Kazue Kanno
Publisher: John Benjamins Publishing
ISBN: 9789027224880
Category : Language Arts & Disciplines
Languages : en
Pages : 202
Get Book Here
Book Description
This text aims to broaden the field of second language acquisition, focusing on Japanese rather than on more commonly studied European languages. Chapters include studies on input and interaction, research into the evaluation of proficiency, and grammatical investigations.
Author: Kazue Kanno
Publisher: John Benjamins Publishing
ISBN: 9027299137
Category : Language Arts & Disciplines
Languages : en
Pages : 195
Get Book Here
Book Description
This book marks the first-ever collection of papers in English on the acquisition of Japanese as a second language. Its overarching goal is to broaden and deepen the field of SLA research by focusing on Japanese rather than on more commonly studied European languages. Broad in scope and eclectic in approach with chapters by leading scholars in the field, The Acquisition of Japanese as a Second Language offers a survey of the far-ranging field of SLA research as it applies to Japanese. Chapters include studies on input and interaction, research into the evaluation of L2 proficiency, and investigations of the grammatical system that is the product of second language learning.
Author:
Publisher: Cambria Press
ISBN: 1621968871
Category :
Languages : en
Pages : 374
Get Book Here
Book Description
Author: Amy Snyder Ohta
Publisher: Routledge
ISBN: 1135649839
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.
Author: Keita Kikuchi
Publisher: Multilingual Matters
ISBN: 178309396X
Category : Language Arts & Disciplines
Languages : en
Pages : 168
Get Book Here
Book Description
SLA literature tends to focus predominantly on what motivates language learners, but what demotivates them has not been widely discussed. This book, focusing exclusively on demotivation, will help readers to understand motivational issues from a different perspective. The aims of the work are threefold: to present the current developments of demotivation research in the field of SLA and bridge motivational theory/research and demotivation research; to promote the understanding of possible causes of demotivation; and to expand the focus of demotivation research through a reflection on current motivation theory/research and a discussion of methodological issues. The research presented in this book is situated in Japanese English-teaching contexts and will serve as a foundation for anyone wishing to better understand the causes of demotivation in SLA and to explore the topic in their own contexts.
Author: Frank E Daulton
Publisher: Multilingual Matters
ISBN: 1847690300
Category : Foreign Language Study
Languages : en
Pages : 194
Get Book Here
Book Description
This book is a valuable contribution to SLA research. Apart from the obvious target of the book, SLA researchers and teachers anywhere in the world, it will be of particular interest to the Japanese community and to Westerners interested in Japanese language and culture. It is not easy to write a book appealing to audiences as disparate as this, but Daulton has managed to do this very well. He writes clearly and lucidly and makes good use of his teaching experience in Japan (Hakan Ringbom, Abo Akademi University). Japan offers a prime example of lexical borrowing which relates to language transfer in second and foreign language learning. The insights gained by examining language borrowing in Japan can be applied wherever language contact has occurred and foreign languages are learned.Many of the most important English vocabulary may already exist in native lexicons. This pioneering book examines Japanese lexical borrowing, clarifies the effect of cognates on foreign language acquisition, assesses Japanese cognates that correspond to high-frequency and academic English, and discusses using this resource in teaching. It includes extensive lists of loanword cognates.
Author: Asako Yoshitomi
Publisher: John Benjamins Publishing
ISBN: 9027293457
Category : Language Arts & Disciplines
Languages : en
Pages : 283
Get Book Here
Book Description
The selected contributions of this volume focus on various issues related to second language pedagogy and second language acquisition in the Japanese context. Part I covers such topics as discourse pragmatics and cross-cultural pragmatics in language teaching; the instruction of conversation through training in story telling skills; task activities as a means for grammarization in grammar teaching; the development of a computerized speaking test and a proficiency scale for EFL learners; and the social aspects of the language teacher expertise. Part II deals with the cognitive transformation involved in the acquisition of syntactic structures; the application of ZPD to adult learners not only in terms of interpersonal interaction but also through interfacing with other media; examination of learners’ narrative data to analyze linguistic and gestural reference and to investigate learners’ use of phrasal verbs; learner’s strategy use in self-instruction that utilizes audiovisual materials; and network computer technology in computer-assisted language learning.
Author: Sarah E. Pasfield-Neofitou
Publisher: Multilingual Matters
ISBN: 1847698271
Category : Language Arts & Disciplines
Languages : en
Pages : 372
Get Book Here
Book Description
Online Communication in a Second Language examines the use of social computer mediated communication (CMC) with speakers of Japanese via longitudinal case studies of up to four years. Through the analysis of over 2000 blogs, emails, videos, messages, games, and websites, in addition to interviews with learners and their online contacts, the book explores language use and acquisition via contextual resources, repair, and peer feedback. The book provides insight into relationships online, and the influence of perceived 'ownership' of online spaces by specific cultural or linguistic groups. It not only increases our understanding of online interaction in a second language, but CMC in general. Based on empirical evidence, the study challenges traditional categorisations of CMC mediums, and provides important insights relating to turn-taking, code-switching, and language management online.
Author: Matthew T. Apple
Publisher: Second Language Acquisition
ISBN: 9781783090495
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
This book synthesises current theory and research on L2 motivation in the EFL Japanese context covering topics such as the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context.
Author: Amy Snyder Ohta
Publisher: Routledge
ISBN: 1135649820
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.
