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

• Record Nr.: UNINA9910827520503321
• Pubbl/distr/stampa: Philadelphia, PA, : John Benjamins Pub. Co., c2006
• ISBN: 1-282-25431-6; 9786612254314; 90-272-9345-7
• Edizione: [1st ed.]
• Descrizione fisica: 271 p
• Collana: Usage-based linguistic informatics, , 1872-2091 ; ; v. 4
• Altri autori (Persone): YoshitomiAsako; UminoTae; NegishiMasashi <1959->
• Disciplina: 407.1/052
• Soggetti: Language and languages - Study and teaching - Japan; Second language acquisition - Japan
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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? - -- 1. Introduction -- 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 -- References -- Appendix -- Integration of Theory and Practice in Grammar Teaching - Grammaring, Grammarization and Task Activities - -- 1. Introduction -- 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 -- References -- A Computerized Test of Oral Proficiency - Development of an Automated Instrument - -- Methods -- Results -- Conclusions -- References -- 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 -- 5. Conclusion -- References -- 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 - -- 1. Background -- 2. Some working assumptions -- 3. A linguistic account of benefactive constructions -- 4. The learners' metalinguistic comments -- Acknowledgments -- References -- 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 -- References -- Appendix -- 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 -- References -- Sources and Permissions -- Appendix a. -- Appendix b. -- The Use of Phrasal Verbs by Japanese Learners of English -- 1. Introduction -- 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. Results -- 5.1. The frequency of phrasal verb use -- 5.2. The types of phrasal verbs used -- 5.3. Observations based on retrospective data -- 6. Discussion -- 6.1. Answers to research questions and hypotheses -- 6.2. Limitations of the present study -- 6.3. Some considerations for future research -- 7. Conclusion -- Acknowledgements -- References -- Learning a Second Language through Audiovisual Media -- 1. Introduction -- 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 -- References -- Network-Based Computer Assisted Language Learning (CALL) -- 1. Introduction -- 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 -- Bibliography -- Index of Proper Nouns -- Names -- Index of Subjects -- Contributors -- The series Usage-Based Linguistic Informatics.
• Sommario/riassunto: 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.