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Readings in Second Language Pedagogy and Second Language Acquisition
In Japanese Context
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.
[Usage-Based Linguistic Informatics, 4] 2006. vi, 274 pp.
Publishing status: Available
Published online on 1 July 2008
Published online on 1 July 2008
© Tokyo University of Foreign Studies
Table of Contents
- Message from the PresidentSetsuho Ikehata | pp. 1–2
- Center of Usage-Based Linguistic Informatics (UBLI)Yuji Kawaguchi | pp. 3–9
- PrefaceAsako Yoshitomi, Tae Umino and Masashi Negishi | pp. 11–18
- Part I. Teaching Perspective
- Discourse Politeness Theory and Cross-Cultural PragmaticsMayumi Usami | pp. 19–41
- Teaching Conversational Storytelling Skills to Japanese Students of English: Why is it Necessary and What could be Taught?Takeshi Suzuki | pp. 43–58
- Integration of Theory and Practice in Grammar Teaching: Grammaring, Grammarization and Task ActivitiesHide Takashima and Rie Sugiura | pp. 59–74
- A Computerized Test of Oral Proficiency: Development of an Automated InstrumentLynne Hansen and Joshua Rowe | pp. 75–82
- How Much Do We Have in Common with the Common European Framework of Reference? The Applicability of the CEFR to an IRT-based English Proficiency Test in JapanMasashi Negishi | pp. 83–100
- An Inquiry into the Social Aspects of Language Teacher ExpertiseAlison Stewart | pp. 101–118
- Part II. Learning Perspective
- Learning to Reframe: Japanese Benefactives, Metalinguistic Beliefs and the Identities of L2 UsersBarbara Pizziconi | pp. 119–153
- The Zone of Proximal Development and Second Language Acquisition: Beyond Social InteractionAmy Snyder Ohta | pp. 155–178
- Manual Introduction of Animate Referents in L2 Narrative DiscourseKeiko Yoshioka | pp. 179–199
- The Use of Phrasal Verbs by Japanese Learners of English: Implications from Story Telling DataAsako Yoshitomi | pp. 201–225
- Learning a Second Language through Audiovisual Media: A Longitudinal Investigation of Strategy Use and DevelopmentTae Umino | pp. 227–246
- Network-Based Computer Assisted Language Learning (CALL): Emergent Research IssuesMark Peterson | pp. 247–262
- Index of Proper Nouns | pp. 263–266
- Index of Subjects | pp. 267–271
- Contributors | p. 273
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