Academic literature on the topic 'Japanese language Study and teaching (Higher) Foreign speakers Case studies'

This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.

The aims of this study are (1) to investigate the frequency, sources, and characteristics of foreign language anxiety regarding speaking activities in the case of learners of the Japanese language at two Croatian institutions of higher education, and (2) to determine which speaking activities anxious learners of Japanese in Croatia would willingly participate in, while remaining sufficiently challenged by the tasks to gain new or reinforce previously acquired linguistic knowledge. A questionnaire was distributed to 65 students at the University of Pula bachelor’s program in Japanese language and culture and the University of Zagreb’s Japanese studies program in February and March of 2018. The results point to lower than expected self-assessment of Japanese speaking competence and high levels of Japanese speaking anxiety, particularly due to the fear of making mistakes, the presence of other individuals relevant to the learning process (classmates, teachers, other native speakers of Japanese), and a lack of activities focused on meaningful interaction. Participant experiences with various learning methods point to their willingness to participate in non-structured, improvisational pair conversation exercises and the potential of these activities to help learners overcome debilitating language anxiety.

Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.

AbstractIncreasing numbers of corporations are now operating across national borders as a result of globalization. The “language barrier” is the first and foremost challenge they encounter when starting a business in a foreign market, and many companies are trying to solve the problem by adopting a common corporate language. Using English as an official corporate language is the most common solution for those corporations. The present study explored the impacts of English as a corporate official language policy implemented at a company, a rapidly developed high profile IT Company with 20,000 employees, in Japan, a country often perceived to be relatively monolingual and monocultural. When I started studying the company, I first found that the company’s motive to use English as the official corporate language was different from other instances of corporate language policy making I had come across. In previous studies (e.g., Feely & Harzing 2003; Marschan-Piekkari, Welch, & Welch 1999), the companies implemented common corporate language to solve problems caused by language barriers between employees with diverse linguistic backgrounds. However, the company in this study implemented the corporate language policy to prepare for globalization and recruit talents globally. When the company introduced the English-only language policy, most of the employees of the company were Japanese. Therefore, at the time of implementing the language policy, there was no compelling reason for them to use English. The language policy did not work effectively except for a few departments with non-Japanese employees who spoke different first languages. English functioned as a lingua franca in those departments with multinational employees. The findings indicate that for NNESs (non-native English speakers) to communicate with each other in English, the environment has to be more multilingual, less dominated by a single first language. Although almost all Japanese citizens are required to take intensive English courses in compulsory schoolings, the average level of English proficiency is considered to be relatively low in the advanced economies. The present study indicates that it is not for linguistic competence but a lack of interaction with other ELF speakers. Therefore, for learners of ELF in an intensely monolingual society such as Japan to become competent communicators in ELF, providing multilingual learning environments would be more effective than the prevailing teaching practices of classroom learning in L1 Japanese speaker only environments.

It has been widely recognized that Chinese and Japanese languages are exceptionally difficult to learn. One of the reasons is their logographic characters (i.e. hanzi in Chinese, kanji in Japanese) that are extremely different from alphabet-based orthography (Tong & Yip, 2015; Xu & Padilla, 2013). Accordingly, there have been research investigating how L2 learners of Chinese and Japanese deal with the difficulty by exploring learners’ strategy (Gamage, 2003; Shen, 2005). However, learning strategies for a certain aspect of characters (i.e. shape, sound) have not been investigated as much as learning strategies in general (but see Shen, 2005). In addition, there are limited longitudinal research exploring how learners change their strategies. Therefore, the researchers investigate strategies that L2 learners of American university students are using most frequently for Chinese and Japanese character learning. The study had 66 L2 learners taking either Chinese or Japanese course at an American university. They took a questionnaire at the beginning and at the end of a semester. It was found that reading, context, decomposition, rote-writing, and listening were the most frequently used strategies. Moreover, the results indicated that strategies vary depending on which aspect of characters they learn. Furthermore, learners did not change their learning strategies over three months to a notable extent. References Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study ofAmerican and Chinese learners of Japanese. Studies in Second Language Acquisition, 18,403–432. Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language:Investigating the relationship between naming and knowing. The Modern LanguageJournal, 82, 194–204. Everson, M. E. (2011). Best practices in teaching logographic and non-Roman writingsystems to L2 learners. Annual Review of Applied Linguistics, 31, 249–274. Haththotuwa Gamage, G. (2003). Perceptions of kanji learning strategies: Do they differamong Chinese character and alphabetic background learners? Hayes, E. B. (1988). Encoding strategies used by native and non‐native readers ofChinese Mandarin. The Modern Language Journal, 72, 188–195. Ke, C. (1998). Effects of language background on the learning of Chinese charactersamong foreign language students. Foreign Language Annals, 31, 91–102. Liskin-Gasparro, J. (1982). ETS Oral Proficiency Testing Manual. Educational TestingService, Princeton, NJ. McGinnis, S. (1999). Student goals and approaches. Mapping the course of the Chineselanguage field, 151–188. Mori, Y., Sato, K., & Shimizu, H. (2007). Japanese language students' perceptions on kanjilearning and their relationship to novel kanji word learning ability. LanguageLearning, 57, 57–85. Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chineselanguage curriculum. The Modern Language Journal, 74, 167–175. Rose, H. (2013). L2 learners' attitudes toward, and use of, mnemonic strategies whenlearning Japanese kanji. The Modern Language Journal, 97, 981–992. Shen, H. H. (2005). An investigation of Chinese-character learning strategies among nonnative speakers of Chinese. System, 33, 49–68. Tong, X., & Yip, J. H. Y. (2015). Cracking the Chinese character: radical sensitivity inlearners of Chinese as a foreign language and its relationship to Chinese wordreading. Reading and Writing, 28, 159–181. Yuki, M. (2009). Kanji Learning Strategies: From the Viewpoint of Learners with Nonkanji Background. 関西外国語大学留学生別科日本語教育論集, 19, 143–150. Xu, Y., Chang, L. Y., & Perfetti, C. A. (2014). The Effect of Radical‐Based Grouping inCharacter Learning in Chinese as a Foreign Language. The Modern Language Journal, 98,773–793. Xu, X., & Padilla, A. M. (2013). Using meaningful interpretation and chunking to enhancememory: The case of Chinese character learning. Foreign Language Annals, 46, 402–422.

It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 23–37.06–661Cumbreno Espada, Ana Belen, Mercedes Rico Garcia, alejandro curado fuentes & eva ma dominguez Gomez (U Extremadura, Mérida, Spain; belencum@unex.es), Developing adaptive systems at early stages of children's foreign language development. ReCALL (Cambridge University Press) 18.1 (2006), 45–62.06–662Derwing, Tracey, Ron Thomson (U Alberta, Canada; tracey.derwing@ualberta.ca) & Murray Munro, English pronunciation and fluency development in Mandarin and Slavic speakers. System (Elsevier) 34.2 (2006), 183–193.06–663Djité, Paulin G. (U Western Sydney, Australia), Shifts in linguistic identities in a global world. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 1–20.06–664Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning. Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.06–669Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34.06–670Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk), Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL (Cambridge University Press) 18.1, (2006), 24–44.06–671Howard, Martin (U College, Ireland; mhoward@french.ucc.ie), The expression of number and person through verb morphology in advanced French interlanguage. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22.06–672Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–673Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20.06–674Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155.06–675Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317.06–676McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.06–677Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.06–678Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com) & Peter Gobel, Motivation and gender in the Japanese EFL classroom. System (Elsevier) 34.2 (2006), 194–210.06–679Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241.06–680Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.06–682Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.06–683Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215.06–684Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.06–685Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006) 228–243.06–686Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.06–688Shi, Lijing (The Open U, UK), The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 122–147.06–689Singleton, David (U Dublin, Ireland), The Critical Period Hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 269–285.06–690Stowe, Laurie A. (Rijksuniversiteit Groningen) & Laura Sabourin, Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 329–353.06–691Tatar, Sibel (Boğaziçi U, Turkey), Why keep silent? The Classroom participation experiences of non-native-English-speaking students. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 284–293.06–692Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.06–693Tseng, Wen-Ta, Zoltán Dörnyei & Norbert Schmitt (U Nottingham, UK), A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Liguistics (Oxford University Press) 27.1 (2006), 78–102.06–694Tsuda, Sanae (Tokai Gakuen U, Japan), Japan's experience of language contact: A case study of RADIO-i, a multilingual radio station in Nagoya. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 248–263.06–695Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.06–696Van Boxtel, Sonja, Theo Bongaerts & Peter-Arno Coppen, Native-like attainment of dummy subjects in Dutch and the role of the L1. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 355–380.06–697Vetter, Anna & Thierry Channier (U de Franche-Comte, France; anna.vetter@univ-fcomte.fr), Supporting oral production for professional purposes in synchronous communication with heterogenous learners. ReCALL (Cambridge University Press) 18.1, (2006), 5–23.06–698Vickers, Caroline & Ene, Estela (California State U, USA; cvickers@csusb.edu), Grammatical accuracy and learner autonomy in advanced writing. ELT Journal (Oxford University Press) 60.2 (2006), 109–116.06–699Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.06–700Wang, Yuping (Griffith U, Queensland, Australia. y.wang@griffith.edu.au), Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL (Cambridge University Press) 18.1 (2006), 122–145.

05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328.05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218.05–138Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.05–139Bryan, S. (Arizona State U East, USA), The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 33–58.05–140Byon, Andrew Sangpil (U at Albany, State U of New York, USA; abyon@albany.edu), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62.05–141Cekaite, A. & Aronsson, K. (Linköping U, Sweden), Language play, a collaborative resource in children's L2 learning. Applied Linguistics (Oxford, UK) 26.2 (2005), 169–191.05–142Culhane, Stephen F. (Kagoshima U, Japan; culhane@pacall.org) & Umeda, Chisako (Ritsumeikan Asia Pacific U, Japan), Authentic second language interaction in an instructional setting: assessing an inter-class exchange programme. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 281–298.05–143Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; d.dancer@econ.usyd.edu.ac), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445–454.05–144Dong, Naiting (Jiangsu Polytechnic U, China), Failures of intercultural communication caused by translating from Chinese into English. English Today (Cambridge, UK) 21.1 (2005), 11–16.05–145Egi, Takako (Florida U, USA; tegi@aall.ufl.edu), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243–264.05–146Fernández Toledo, Piedad (Murcia U, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059–1079.05–147Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; igf20@cam.ac.uk), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50–58.05–148Gass, Susan & Alvarez Torres, Maria José (Michigan State U, USA; gass@msu.edu), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1–31.05–149Hawkins, M. (U of Wisconsin, USA), Becoming a student: identity work and academic literacies in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 159–182.05–150Hosali, Priya (CIEFL, Hyderabad, India), Butler English. 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04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. 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EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). 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English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). 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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.
Department of English

The purpose of this research was to use a lexical approach, and information and communication technologies (ICT) as strategies to facilitate learning to students of Spanish as a foreign language, to answer the research questions: (1) if the use of multiword lexical units improves the lexical competence and (2) whether the use of technology is an effective strategy to facilitate learning. A lesson plan with different activities was designed and put into practice with two groups of students (experimental and control) of the intermediate level of the University of North Texas (UNT). The collected data were analyzed using the quantitative paradigm with the variance model ANOVA with repeated measures, and the qualitative or interpretive paradigm to offer a broader perspective of the learning process of multiwords lexical units (collocations and idiomatic expressions). The results of this investigation answered the research questions and confirmed the effectiveness of the lexical approach and ICT in the teaching-learning process and facilitated the student's acquisition of L2.

A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated that the four Taiwanese students did not have sufficient comprehensible input from pleasure reading or other voluntary, extracurricular sources. They acquired the code of written language from reading, participating in varied classroom activities such as small-group and whole-class discussions, peer review, teacher-student conferences, writing texts to different audiences for various purposes, analyzing model essays, practicing sentence combinations, and formal instruction in the composing process. Their writing difficulties could be summarized as follows: (1) not making good use of classroom activities to reshape ideas in terms of readers' expectations and their own writing intentions; (2) lack of experience to develop necessary reading and writing skills; (3) inadequate knowledge of the composing process; (4) inadequate syntax, vocabulary, or mechanics to express themselves in L2; (5) being influenced by their L1 rhetorical convention; (6) no intrinsic motivation to integrate with the target language, culture, or society; and (7) low expectations of success related to negative or weak teacher-student relationships. This research both reinforces and expands Krashen's (1984) model of second language acquisition and writing, showing the critical role of comprehensible input, the significance of natural acquisition over direct teaching of grammar rules and error correction, and the presence of an "affective" filter which is socially and culturally mediated, as well as cognitively and linguistically based.

The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.

This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of eight years and the factors to which the teacher attributes changes or lack of changes. The study followed the teacher over the course of a 10-week period and compared videos of the participant's teaching from eight years ago to her current teaching. Interviews, observations, and stimulated recall were used to investigate development over the eight year span. It was found that the teacher did indicate several areas in which she demonstrated change: Teaching with fluidity, automaticity, and intuition; confidence; concerns; management of teaching enthusiasm and relationships with students; support and validation from colleagues; and managing the classroom for learning. She also confirmed several aspects of her teaching that have stayed relatively constant: beliefs and teaching philosophy; reflection; learning from past experiences; knowledge of lesson planning and curricular goals; and students' needs within the learning context. The teacher's development was analyzed through the lens of teacher expertise to determine to what degree the teacher's changes and lack of changes helped her develop into an expert. This study concludes that further research is needed to fully understand how teacher expertise is developed during the course of teachers' careers.

This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used. Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research has shown that large amounts of vocabulary may be acquired incidentally by attending to meaning. Classroom instruction provides a great deal of input, and could potentially offer a chance for students to encounter and begin to learn academic vocabulary through incidental acquisition. However, existing research on incidental vocabulary acquisition in classrooms has focused on adult instruction and English as a Foreign Language settings, resulting in a lack of evidence about English for Academic Purposes classrooms. To respond to these needs, this study analyzes the occurrence and repetition of Academic Word List items in the teacher's speech throughout two weeks of a course in an intensive academic English program in the United States. Two weeks of naturalistic class recordings from the Multimedia Adult Learner Corpus were transcribed and analyzed using the RANGE program to find the number of academic vocabulary types in the teacher's speech and how often they were repeated. Additionally, I derived categories of classroom topics and coded the transcribed speech in order to investigate the connection between topics and academic word use. Academic Word List items are present in the teacher's speech, although they do not constitute a large proportion overall, only 2.8% of the running words. Most of the AWL types relate to specific classroom topics or routines. There are 13 AWL types repeated to a high degree, and 26 AWL types repeated to a moderate degree. These items are the most likely candidates for incidental vocabulary acquisition, though there is evidence from the videos that most of the students already understand their general meanings. It is unlikely that students could learn a great deal about AWL items that they were not already familiar with. However, it is possible that the teacher's speech provides incremental gains in AWL word knowledge. These findings show that there may be a substantial number of AWL items that students learn about even before explicitly studying academic vocabulary. Teachers should try to draw out students' familiarity with these forms when explicitly teaching AWL vocabulary in order to connect familiar words with their academic meanings and uses.

No research to date has involved ESL students as researchers in investigations of community language practices. This study examined the research processes of 23 international college students in an advanced ESL course. The students worked on an original curriculum, the Language Research Project, through which they performed ethnographic and discourse analytic tasks and engaged in collaborative action research. As the students uncovered the tacit rules that regulate communicative practices in the university community, they sought to improve their own performance in academic interactions. The teacher-researcher simultaneously observed and analyzed students' perspectives, seeking to improve her teaching practice. An analysis of the classroom dialogues showed that intertextual links made by the teacher and the students served to build a system of scaffolds for the group. These intertextual links acted as cognitive and affective support for reflection and evaluation of ideas. The students' comments to each other resembled comments made by the teacher, which indicates that they appropriated the teacher's expert role. Thus, this study reveals that learners of similar levels can offer each other expert assistance in the completion of tasks. The students developed a high level of metacognition. Their reflections uncovered serious conflicts between themselves and native English speakers. They observed that they performed better in social settings. Conversely, they felt awkward in academic settings when interacting with domestic classmates and professors, who were often unsupportive and unwilling to engage in communication. This denial of access by Americans resulted in feelings of inadequacy and inferiority for the students. Nevertheless, some students rejected and transformed certain dominant practices of the community. By adopting the identity of researchers, the students were empowered to engage in their own realities from a position of strength and to assert their individual needs. These findings demonstrate that the students developed a sense of critical language awareness. This dissertation portrays an emerging Vygotskian sociocultural perspective on second language acquisition research. The findings support social constructivist teaching approaches that incorporate students' lived experiences. Finally, this study reveals an urgent need to sensitize faculty and students in higher education in the United States about the experiences of language-minority students.
Graduation date: 2003

This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme. The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance. The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims. The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice. The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts.
English Studies
D.Litt. et Phil.