Readings in second language pedagogy and second language acquisition : in Japanese context / edited by Asako Yoshitomi, Tae Umino and Masahi Negishi.

Format:

Book

Contributor:

Yoshitomi, Asako.

Umino, Tae.

Negishi, Masashi, 1959-

Series:

Usage-based linguistic informatics ; v. 4.

Usage-based linguistic informatics, 1872-2091 ; v. 4

Language:

English

Subjects (All):

Language and languages--Study and teaching--Japan.

Language and languages.

Second language acquisition--Japan.

Second language acquisition.

Physical Description:

271 p.

Edition:

1st ed.

Place of Publication:

Philadelphia, PA : John Benjamins Pub. Co., c2006.

Language Note:

English

Summary:

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.

Contents:

Readings in Second Language Pedagogy and Second Language Acquisition

Editorial page

Title page

LCC data

Contents

Message from the President

Center of Usage-Based Linguistic Informatics (UBLI)

1. Linguistic Informatics

2. Organization and Research Projects

3. TUFS Language Modules

3.1. Cohabitation of Natural Language and Machine Language

3.2. Modularized View of Language

3.3. Cross-Linguistic Syllabus

3.4. Linguistic Usage

4. First International Conference on Linguistic Informatics

5. Second International Conference on Linguistic Informatics and Workshop on Spoken Language Corpora

Preface

An overview of the chapters in this volume

Discourse Politeness Theory and Cross-Cultural Pragmatics

1. Introduction

2. Basic definitions

2.1. "Politeness"

2.2. "Normative politeness" and "pragmatic politeness"

2.3. "Language use according to social norms" and "Strategic language use"

3. Discourse Politeness Theory

3.1. Basic concepts

3.1.1. "Discourse Politeness"

3.1.2. "Discourse Politeness Default"

3.1.3. "Marked" and "unmarked" behavior

3.1.4. "Marked" and "unmarked" politeness

3.1.5. "Discrepancy in estimation value"

3.1.6. The three types of politeness effects

3.1.7. "Absolute" and "relative" politeness

3.2. Politeness effects arising from deviated behavior from the DP default: Examples from Japanese and English

3.2.1. Speech-level shifts in Japanese conversations

3.2.2. The switching of the absolute politeness level of linguistic expressions in conversations between English speaking couples

3.3. Determining DP defaults for research in cross-cultural pragmatics

3.4. The DPT and associated research

4. The application of the DPT to cross-cultural pragmatics and second language education

5. Future issues with regard to the DPT.

6. The DPT as a theory of interpersonal communication

7. Conclusion

References

Teaching Conversational Storytelling Skills to Japanese Students of English - Why is it Necessary and What could be Taught? -

2. Importance of conversational stories for language learning

3. What could possibly be presented to learners?

4. Analysis of a report and CSs produced by a Japanese EFL learner

4.1. Data collection

4.2. Analysis

4.3. Implications for English teaching/learning

5. Conclusion

Appendix

Integration of Theory and Practice in Grammar Teaching - Grammaring, Grammarization and Task Activities -

2. Grammaring - grammar as a skill-acquisition process

3. Grammarization - the product of grammaring

4. How to facilitate grammaring

5. TAs and TOAs in the classroom

6. Grammaring, grammarization and classroom activities

7. Conclusions

A Computerized Test of Oral Proficiency - Development of an Automated Instrument -

Methods

Results

Conclusions

How Much Do We Have in Common with the Common European Framework of Reference?

1. Background

2. The Development of the Proficiency Guidelines

2.1. The Approach Taken to the Development of the Proficiency Guidelines

2.2. Descriptions of the GTEC for STUDENTS Proficiency Guidelines for Each Grade

3. Development of the Can-do Statements

3.1. Development and Administration of the Can-do Questionnaire

3.2. Results and Interpretation of the Can-do Questionnaire

4. The Applicability of the CEFR to an IRT-based English Proficiency Test in Japan

An Inquiry into the Social Aspects of Language Teacher Expertise

1. Defining Expertise: moving to a social perspective

2. Methodology

3. The teachers.

4. Teachers' definitions of expertise

5. Expertise: acquired, fixed or innate

6. Expertise and affiliation

7. Expertise in work communities

8. Expertise and specialization

9. Challenges to expertise

10. Conclusion

Bibliography

Learning to Reframe - Japanese Benefactives, Metalinguistic Beliefs and the Identities of L2 Users -

2. Some working assumptions

3. A linguistic account of benefactive constructions

4. The learners' metalinguistic comments

Acknowledgments

The Zone of Proximal Development and Second Language Acquisition

1. Development and Definition of the ZPD

2. The ZPD, internalization, and regulation

3. Probing the Limits of the ZPD

4. A Study of Five Learners of Asian Languages

4.1 Participants

4.2 Data Collection

4.3 Analysis

5. Results

5.1 Niles: Japanese, Highly Proficient

5.2 Mark: Japanese, Advanced Student

5.3 Evelyn: Chinese, Advanced Student

Japanese, Advanced Student

5.4 Victor: Chinese, Highly Proficient

5.5 Sanjay: Sanskrit, Advanced Student

6. Discussion

Manual Introduction of Animate Referents in L2 Narrative Discourse

0. Introduction

1. Introduction of referents in speech

2. Introduction of animate referents in L2

3. Gestures in narrative discourse

4. Gestures in L2

5. Method

5.1. Participants

5.2. Task and procedure

5.3. Coding of the gesture data

6. Results

6.1. Introduction of animate referents in speech in L2

6.2. Manual introduction of referents in L2

7. Summary and discussion of bimodal animate reference introduction in L2

Sources and Permissions

Appendix a.

Appendix b.

The Use of Phrasal Verbs by Japanese Learners of English

2. Background

2.1. Formulaic sequences

2.2. Phrasal verbs.

3. Research agenda

3.1. Some specifications of the present investigation

3.2. Research questions and hypotheses

4. Methodology

5.1. The frequency of phrasal verb use

5.2. The types of phrasal verbs used

5.3. Observations based on retrospective data

6.1. Answers to research questions and hypotheses

6.2. Limitations of the present study

6.3. Some considerations for future research

Acknowledgements

Learning a Second Language through Audiovisual Media

2. Learners' strategy use in L2 audiovisual comprehension

3. The study

3.1. Aim and setting

3.2. Procedure for data collection and analysis

4. Results

4.1. Types of strategies used for audiovisual comprehension

4.2. Developmental changes in strategy use

5. Discussion

6. Conclusion and implications

Network-Based Computer Assisted Language Learning (CALL)

2. Asynchronous communication tools in CALL

3. Synchronous environments in CALL

4. Chat systems

5. MOO environments

6. Immersive 3D virtual worlds

7. Videoconferencing

8. Network-based environments in CALL: Directions for future research

9. Conclusion

Index of Proper Nouns

Names

Index of Subjects

Contributors

The series Usage-Based Linguistic Informatics.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786612254314

9781282254312

1282254316

9789027293459

9027293457

OCLC:

123399371