Journal articles on the topic 'Japanese students Australia'
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Cahill, Desmond. "Book Review: Escape from Affluence: Japanese Students in Australia." Asian and Pacific Migration Journal 7, no. 4 (December 1998): 531–33. http://dx.doi.org/10.1177/011719689800700408.
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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.
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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.
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Cervi, David A. "Gaijin revisited." English Today 6, no. 4 (October 1990): 17–18. http://dx.doi.org/10.1017/s0266078400005071.
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In response to reading Peter Duppenthaler's interesting article Gaijin (ET Jul 89), in which he explored the word gaijin and some of the meanings it has for Japanese, I conducted in Japanese a survey among 34 Japanese students studying English in Australia at Sydney English Language Centre.
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Matsumoto, Masanori. "Persistence in Japanese language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (January 1, 2009): 10.1–10.17. http://dx.doi.org/10.2104/aral0910.
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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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dummy contact - do not alter, ZZZ. "Persistence in Japanese Language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (2009): 10.1–10.17. http://dx.doi.org/10.1075/aral.32.2.01mat.
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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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Carr, John, Jonathan van Dissel, Robert Suter, Mark Eastaugh, Hugo Dunlop, Tom Harrison, and Chris Richards. "Japanese encephalitis virus outbreak in Australian pigs." Livestock 27, no. 4 (July 2, 2022): 186–90. http://dx.doi.org/10.12968/live.2022.27.4.186.
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An incursion of Japanese encephalitis virus disease has been identified as commencing in north-eastern Australia in April 2021, resulting in prolonged gestation length, mummified and stillborn piglets, often with severe fetal abnormalities and congenital tremors. The disease has been recognised to have occurred on nearly 80 farms over an 18-month period with some seasonal impacts and large mosquito numbers afflicting farms. There have been no obvious clinical problems in piglets, weaners, grow/finishing or adult pigs. The organism is zoonotic and caused clinical infection in nearly 40 people and sadly resulted in the death of five people. None of the people showing clinical signs had contact with the pig industry. No one involved in the pig industry or students handling potentially infected tissues showed any clinical signs of disease.
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Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.
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The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 3.1–3.20. http://dx.doi.org/10.2104/aral0903.
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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (2009): 3.1–3.20. http://dx.doi.org/10.1075/aral.32.1.01iwa.
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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Haththotuwa Gamage, Gayathri. "Perceptions of kanji learning strategies." Australian Review of Applied Linguistics 26, no. 2 (January 1, 2003): 17–30. http://dx.doi.org/10.1075/aral.26.2.02gam.
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This study investigates three important issues in kanji learning strategies; namely, strategy use, effectiveness of strategy and orthographic background. A questionnaire on kanji learning strategy use and perceived effectiveness was administered to 116 beginner level, undergraduate students of Japanese from alphabetic and character backgrounds in Australia. Both descriptive and statistical analyses of the questionnaire responses revealed that the strategies used most often are the most helpful. Repeated writing was reported as the most used strategy type although alphabetic background learners reported using repeated writing strategies significantly more often than character background learners. The importance of strategy training and explicit instruction of fundamental differences between character and alphabetic background learners of Japanese is discussed in relation to teaching strategies.
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Fukasawa, Emi. "Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia." JALT Journal 41, no. 2 (November 1, 2019): 105. http://dx.doi.org/10.37546/jaltjj41.2-1.
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This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–function relationships, 2) instruction-initiated changes, and 3) output-initiated changes. Because some of the changes were problematic and led to misunderstandings or impoliteness, I conclude that learning from natural input alone is not sufficient to learn how to navigate between function and situation. Therefore, the results suggest that explicit feedback and instructions in classrooms are important before and during study abroad programs. 本論文は留学前後の教室外のインタラクションにおける、英語での発話行為（依頼と断り）とインタラクションの変化を探る。アメリカとオーストラリアへ留学前後の2名の日本人学生のロールプレイを書き起こし、留学中に定期的なオンラインインタビューを実施し、帰国後にフォローアップインタビューを行った。その結果、言語使用の変化には3つの理由があることが示された：1）表現形式・意味・機能の気づきから起こるインプットによる変化、2）指導による変化、3）アウトプットによる変化である。これらの変化の中には誤解や失礼さを招くという問題も見られることから、機能と状況のバランスの取り方を学ぶためには自然なインプットだけでは不十分であると言える。したがって、本研究の結果は留学前と留学中に教室での明示的なフィードバックと指導が重要であることを示唆し
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Ota, Fusako. "The Effectiveness of Smartphone and Tablet PC Apps for Japanese Language Learning." IALLT Journal of Language Learning Technologies 44, no. 2 (April 15, 2015): 64–82. http://dx.doi.org/10.17161/iallt.v44i2.8544.
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The emergence of smartphones and tablet PCs in the second decade ofthe 21 sf century has furthered possibilities for mobile learning. Thecharacteristics of smartphones and tablet PC devices such as affinity,portability, accessibility and the availability of low cost applications(apps) with various functions have transformed these devices into arealistic means of learning. In fact, it has been reported that manysecond language (L2) learners have used such language learning appsand evaluated them positively. The adaptation of mobile apps for L2language education and training has been actively implemented by notonly individual users but also educational and business sectors in manycountries. Thus, this study explores the effectiveness of smartphone andtablet PC apps for Japanese language learning, focusing on learners ofJapanese at a university in Australia. The types of Japanese languagelearning apps that students have used and their usage are examined, inorder to investigate the effectiveness of such apps. This study aims toprovide helpful information to L2 educators and learners about theadaptation of mobile devices to assist their language teaching andlearning.
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Iwashita, Noriko. "Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 290–311. http://dx.doi.org/10.1075/aral.35.3.04iwa.
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The present study investigates to what extent learners’ first language (L1) may have an impact on their writing and speaking performances. While Japanese continues to enjoy a large enrolment across levels in Australian schools and universities, the population of learners has become increasingly diverse creating challenges for teachers. One dimension of this diversity is first language background which is the focus of the present study. The data for the present study includes writing and speaking test task performances from learners of different L1s collected for a larger study (see Scarino et al., 2011, and other papers in this volume). The samples were first scored using the scale developed for the larger study and then further analysed qualitatively. The results show that students from Chinese and Korean language backgrounds received higher scores in both writing and speaking, and showed a richness of content and a variety of forms and structures not evident in the performance of those from English and other L1 backgrounds. These findings are discussed in light of learners’ level of familiarity with aspects of Japanese culture. The paper presents some suggestions for pedagogy, assessment and further research based on the findings.
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Machida, Sayuki. "Anxiety and oral performance in a foreign language test situation." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 31–50. http://dx.doi.org/10.1075/aral.24.1.03mac.
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Abstract This research investigates a situation specific anxiety: oral examination anxiety in a foreign language learning situation. It examines how a particular type of language anxiety - anxiety in oral communication - impacts on the learner’s oral performance. The subjects are first year Japanese language students at tertiary level in Australia. Questionnaire surveys were conducted to measure the students’: a) anxiety in foreign language classes, b) their anxiety toward oral examinations, and c) the anxiety they actually felt in an oral examination. The objectives of the study were to investigate relations between anxiety and scores in oral examinations. The results indicated that state anxiety can be a strong predictor of learners’ performance in an examination. However, the subjects’ trait anxiety had also both direct and indirect influence over their oral performance. A cause-effect relation among trait anxiety, oral performance, and state anxiety (MacIntyre and Gardner 1989) was also observed in this study.
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Matsumoto, Masanori. "The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 208–29. http://dx.doi.org/10.1075/sar.19006.mat.
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Abstract Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their ‘Motivational L2 Selves’ as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants’ positive perception of environmental factors. The study confirmed that learner perception of the same motivational factor could vary, and perception can be affected by their prior learning experience and L1 culture. The study, however, failed to provide positive evidence that the study abroad program can help the elaboration of the L2 Self, although the learning experiences in the L2 context enhanced their instrumental motivation.
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Yoshida, Eriko, Masato Matsushima, and Fumiko Okazaki. "Cross-sectional survey of education on LGBT content in medical schools in Japan." BMJ Open 12, no. 5 (May 2022): e057573. http://dx.doi.org/10.1136/bmjopen-2021-057573.
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ObjectivesWe aimed to clarify current teaching on lesbian, gay, bisexual, transgender (LGBT) content in Japanese medical schools and compare it with data from the USA and Canada reported in 2011 and Australia and New Zealand reported in 2017.DesignCross-sectional study.SettingEighty-two medical schools in Japan.ParticipantsThe deans and/or relevant faculty members of the medical schools in Japan.Primary outcome measureHours dedicated to teaching LGBT content in each medical school.ResultsIn total, 60 schools (73.2%) returned a questionnaire. One was excluded because of missing values, leaving 59 responses (72.0%) for analysis. In total, LGBT content was included in preclinical training in 31 of 59 schools and in clinical training in 8 of 53 schools. The proportion of schools that taught no LGBT content in Japan was significantly higher than that in the USA and Canada, both in preclinical and clinical training (p<0.01). The median time dedicated to LGBT content was 1 hour (25th–75th percentile 0–2 hours) during preclinical training and 0 hour during clinical training (25th–75th percentile 0–0 hour). Only 13 schools (22%) taught students to ask about same-sex relations when obtaining a sexual history. Biomedical topics were more likely to be taught than social topics. In total, 45 of 57 schools (79%) evaluated their coverage of LGBT content as poor or very poor, and 23 schools (39%) had some students who had come out as LGBT. Schools with faculty members interested in education on LGBT content were more likely to cover it.ConclusionEducation on LGBT content in Japanese medical schools is less established than in the USA and Canada.
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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.
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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.
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Paton, Stephen. "LD SIG: Viewing low motivation and competence through a learner-development framework." Language Teacher 38, no. 5 (September 1, 2014): 24. http://dx.doi.org/10.37546/jalttlt38.5-7.
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Having taught highly-motivated, highly proficient English language students for several years in Australia, suddenly teaching low-motivation, low-proficiency students in compulsory English classes in Japanese universities was surprising, frustrating, and challenging. After several years of confusion, the lights began to come on when I became familiar with a few themes within the learner development literature. Reading about, and experimenting within, self-efficacy theory and language learning strategies-based instruction have helped make it possible to not only understand students better, but also provide the kind of teaching and support most likely to be meaningful and beneficial. オーストラリアで様々な国から来た生徒を数年間教えていた時は、生徒のモチベーションも、英語のレベルも高かった。その直後に日本の大学で必修英語の授業を持ち始めた時、生徒のモチベーションも英語力も低いのに驚きと不満を感じ、毎日が挑戦の連続であった。数年間は困惑することも多かったが、学習者の発達文献に関係するいくつかの論旨を読んでいくうちに、理解できるようになってきた。 自己効力感理論や言語学習ストラテジーに基づく指導法を読んだり試みたりすることは、生徒を理解できるようになるだけなく、意義があり有益な授業ができる助けになる。
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Nobutaka, Inoue. "THE POSSIBILITY OF EDUCATION ABOUT RELIGIOUS CULTURE IN PUBLIC SCHOOLS." RELIGION IN THE PROGRAMS OF POLITICAL PARTIES 1, no. 2 (December 1, 2007): 99–110. http://dx.doi.org/10.54561/prj0102099n.
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In Japan, religious education is usually divided into three categories; education about religions or religious knowledge, education to inculcate religious sentiment, and sectarian or confessional education. Education about religion can be taught at public schools, while confessional education is prohibited. Long discussions have been held regarding the inculcation of religious sentiment in postwar Japan. Some insist that it should be taught even at public schools, and others oppose this claim mainly based on the reflection of the influence of State Shinto in the prewar period, when the state and religion (Shrine Shinto) were deeply interconnected. The Basic Law on Education was revised in December, 2006, soon after the inauguration of the Abe cabinet. The article concerning religious education was moderated slightly with the words “general learning regarding religion” added to the sentence. However, as Japanese society has tended to avoid discussions on religious education in the postwar period, it might be quite difficult to establish a new education plan based on the former perspectives, especially regarding the inculcation of religious sentiment. The idea of education in religious culture has been introduced to seek for a new perspective on the problem. This perspective aims to promote a deeper understanding of the Japanese people’s own religious culture, as well as that of foreign nations. According to this plan, such religious education could be introduced even at public schools. Surveys and other research data from in recent years indicate that religious culture education would be far more acceptable to people, including students, than education for the “inculcation of religious sentiment.” Moreover, in the age of globalization, this type of religious education seems to be necessary for countries other than Japan as well. As a matter of fact, similar attempts can be observed in the U.S., the U.K., Australia, and other countries. These nations seem to share the following common problems: influence of globalization, influence of the information age (especially the Internet), and the “cults” problem.
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Sasaki, Yusuke, and Evan Ortlieb. "Investigating why Japanese students remain silent in Australian university classrooms." Journal of Asian Pacific Communication 27, no. 1 (May 11, 2017): 85–98. http://dx.doi.org/10.1075/japc.27.1.05sas.
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Abstract While Australian academic contexts generally prioritize verbal participation, Japanese educational environments expect students to participate silently. This research project explored why Japanese students remain silent in Australian classrooms despite knowing the expectations of western universities. Contrary to prevailing conceptions of silence in classroom contexts, findings revealed that some participants’ silent in-class behavior does not necessarily suggest reluctance or inability. Rather, participants assumed that verbally contributing to the class would impede the teacher’s lecture and their peers’ learning. Additional findings indicated that while cultural, identity traits, and previous education in Japan may have shaped their silent in-class behavior, some participants acknowledged the need to participate verbally to satisfy their teachers and peers in Australian classrooms. Peripheral factors such as the size of classrooms and lack of genuine rapport between classmates also influenced their classroom behavior. The findings expand upon existing literature which shows that Japanese students’ silence in Australian classrooms is often juxtaposed with teacher and student expectations.
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Yoshimitsu, Kuniko. "Japanese home-background students at an Australian university." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 137–51. http://dx.doi.org/10.1075/japc.14.1.09yos.
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This paper deals with Japanese home-background students who enrolled in a full degree undergraduate program at an Australian university during 2000 to 2001. The study aims to identify and characterize the types of Japanese home-background students and establish a suitable classification of these students based on the findings. This study is an essential step in understanding the problems and the needs of these students in university learning. The findings are from a case study of 17 students, which are made up of seven local students and 10 international students.
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Nemoto, Hiroyuki. "The cross-cultural academic communication and study management of Japanese exchange students." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 113–36. http://dx.doi.org/10.1075/japc.14.1.08nem.
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This paper deals with the cross-cultural academic communication of Japanese exchange students who are enrolled at an Australian university. In particular, it reports on an investigation of their study management processes, focusing on their responses to assigned tasks, including written assignments, examinations, and oral presentations, and the relationship between such tasks and their prior academic experiences in Japan. On the basis of a conceptual model that integrates the language management framework with the two types of concepts involving situated learning and genres, an exploration is made of the deviations from Australian academic norms found in the conduct of the Japanese exchange students, their awareness and evaluations of these deviations, their planning and implementation of management strategies to rectify or avoid the deviations.
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Leis, Adrian. "Study Abroad and Willingness to Communicate: A Case Study at Junior High School." Language Teacher 39, no. 3 (March 1, 2015): 3. http://dx.doi.org/10.37546/jalttlt39.2-1.
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The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad program, there were salient decreases observed in the anxiety students felt towards speaking English. Furthermore, as clear differences were seen in international posture, joining the study abroad program also meant that students felt more a part of the global community. Based on these results, the author concludes that traveling abroad for the purposes of study is indeed effective for adolescent learners of English, helping them feel more comfortable using the language as a tool for communication. 本論の目的は、短期海外研修参加者の第2言語におけるWillingness to Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島（2002）によって作成されたアンケートを用い、シドニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったことは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的な姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーションツールとして用いることができるようになったとの結論に達した。
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Moore, Harumi. "Word-attack skills in beginners’ Japanese reading comprehension." Australian Review of Applied Linguistics 19, no. 1 (January 1, 1996): 73–88. http://dx.doi.org/10.1075/aral.19.1.05moo.
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This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.
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Tkaczynski, Aaron, Hayato Nagai, and Sharyn R. Rundle-Thiele. "Australian students’ activity preferences, perceived physical risk and interest in vacationing in Japan." Journal of Vacation Marketing 24, no. 4 (November 9, 2017): 355–70. http://dx.doi.org/10.1177/1356766717736348.
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The purpose of this study was to identify Australian students’ activity preferences, perceived physical risk and interest in Japan as a vacation destination. Based on a sample of 422 Australian students, five activity factors were determined. These were labeled as cultural, outdoor, excitement, built attractions and personal. Australian students were extremely interested in vacationing in Japan and they generally perceived few physical risks of a Japanese vacation. Hygiene risk significantly contributed to variance in interest in vacationing in Japan. Four activity types significantly contributed to interest in travel to Japan and perceived physical risk did not mediate the activity preference and interest relationship. Theoretical and practical implications for this research are outlined and limitations and opportunities for future research are provided.
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Marriott, Helen. "Japanese students’ management processes and their acquisition of English academic competence during study abroad." Journal of Asian Pacific Communication 10, no. 2 (December 31, 2000): 279–96. http://dx.doi.org/10.1075/japc.10.2.08mar.
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This paper deals with Japanese students who enroll in a postgraduate program at an Australian university. Using the language management model, I analyse the types of difficulties they experience in the English academic context in terms of deviations from the norm, and then examine the various types of adjustment processes through which they develop their English academic competence.
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Nemoto, Hiroyuki. "Noting and evaluating contact between Japanese and Australian academic cultures." Language Management Approach 22, no. 2 (November 2, 2012): 249–70. http://dx.doi.org/10.1075/japc.22.2.07nem.
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This paper reports on a case study of Japanese exchange students that investigated the ways such students note and evaluate various types of contact between native and host academic cultures while participating in new communities of practice at an Australian university. In this study, language management theory (Jernudd & Neustupný, 1987; Neustupný, 1985, 1994, 2004) was employed in conjunction with Lave and Wenger’s (1991) concept of legitimate peripheral participation in order to investigate the sociocultural influence on cognitive processes of language management. The findings illustrate that not only norm deviations but also the phenomena relating to norm universality and compatibility generated processes of noting and evaluation. This study also provides an insight into mechanisms of self- and other-noting, as well as negative evaluations of norm deviations, and sheds light on positive evaluations of common disciplinary knowledge and cross-cultural situational similarities. Based on the findings, this paper indicates that noting and evaluation in language management processes should be considered in relation to students’ social positionings, their power relations with other community members, their perceptions of self, and the context where the management occurs.
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Aiko, Mizue. "The Relationships Between the Accuracy of Self-Evaluation, Kanji Proficiency and the Learning Environment for Adolescent Japanese Heritage Language Learners." Journal of Language and Education 4, no. 2 (June 30, 2018): 6–23. http://dx.doi.org/10.17323/2411-7390-2018-4-2-6-23.
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This paper focuses on Japanese heritage language (JHL) learners in an Australian context. The paper reports on a research project in a hoshuu-koo institution, a Japanese supplementary school, and explores the experiences of a group of Year 7 students. This study was initiated by identifying to what extent JHL learners can recognise their own skills, especially in proficiency in kanji, one of the Japanese scripts. It was predicted that several elements could relate to the accuracy of self-evaluation. By exploring levels of self-evaluation skills and the elements concerned in Japanese learning, the aim of the research was to help develop differentiated curriculum in the future. Data were based on student performance on kanji tests and answers to questionnaires, and the Excel Correl Function was used to calculate correlation coefficients. Graphs were also used to analyse the data. It was found that students who had relatively high kanji proficiency, especially in higher year levels, recognised their own skills but an overall overestimation was found amongst other students. Specific areas of kanji learning, such as okurigana and radicals, were identified as areas that need to be enhanced for appropriate self-evaluation for most of the students. Learning environment related to evaluation skills was also identified. Concluding comments centre on implications for further teaching approaches and research on the enhancement of kanji self-evaluation skills.
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Kudo, Kazuhiro, and Keith A. Simkin. "Intercultural Friendship Formation: the case of Japanese students at an Australian university." Journal of Intercultural Studies 24, no. 2 (August 2003): 91–114. http://dx.doi.org/10.1080/0725686032000165351.
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Radford, Mark H. B., Leon Mann, Yasuyuki Ohta, and Yoshibumi Nakane. "Differences Between Australian and Japanese Students in Reported Use of Decision Processes." International Journal of Psychology 26, no. 1 (January 1991): 35–52. http://dx.doi.org/10.1080/00207599108246848.
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Purdie, Nola, and James Neill. "Japanese Students Down-Under: Is Australian outdoor education relevant to other cultures?" Journal of Outdoor and Environmental Education 4, no. 1 (October 1998): 48–57. http://dx.doi.org/10.1007/bf03400709.
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Yanagi, Miho, and Amanda A. Baker. "Challenges Experienced by Japanese Students With Oral Communication Skills in Australian Universities." TESOL Journal 7, no. 3 (December 8, 2015): 621–44. http://dx.doi.org/10.1002/tesj.229.
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Oguro, Susan, and Robyn Moloney. "Misplaced Heritage Language Learners of Japanese in Secondary Schools." Heritage Language Journal 9, no. 2 (June 30, 2012): 207–21. http://dx.doi.org/10.46538/hlj.9.2.5.
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While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum
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Nesdale, Drew, and Mikako Naito. "Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students." Journal of Cross-Cultural Psychology 36, no. 5 (September 2005): 537–56. http://dx.doi.org/10.1177/0022022105278541.
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Feather, N. T., and I. R. McKee. "Global Self-Esteem and Attitudes Toward the High Achiever for Australian and Japanese Students." Social Psychology Quarterly 56, no. 1 (March 1993): 65. http://dx.doi.org/10.2307/2786646.
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Takahama, Junko, and Sarah Pasfield-Neofitou. "Learners’ email with native speakers beyond the class: a follow-up to a classroom email project." ReCALL 25, no. 3 (August 16, 2013): 373–91. http://dx.doi.org/10.1017/s095834401300013x.
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AbstractAlthough the linguistic and sociocultural benefits of class-based email projects are widely acknowledged, there has been little investigation of what occurs after a curriculum activity finishes. In particular, what factors promote continued communication or cause communication breakdown have received less empirical attention. This paper explores factors which promote the continuation or non-continuation of email interactions between Australian and Japanese students after the conclusion of their coursework email exchange task via the analysis of two class surveys, in addition to collected email interaction and interviews with four key students (two continuers and two non-continuers) who serve as case studies. The experiences of these four students who were randomly assigned partners in the project are contrasted with those of a fifth student, Lucas, who chose to communicate with a long-term Japanese friend for the assessment, instead of being paired by the teacher. A number of factors which influence continuation are identified, including past sojourn experience, existing social networks, perceptions towards the curriculum task and their partners, shared topics of interest, time constraints, explicit statement of desire to continue, and potentially face-threatening behaviour, and several recommendations for enhancing online exchanges are given.
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Radford, Mark H. B., Leon Mann, Yasuyuki Ohta, and Yoshibumi Nakane. "Differences between Australian and Japanese Students in Decisional Self-Esteem, Decisional Stress, and Coping Styles." Journal of Cross-Cultural Psychology 24, no. 3 (September 1993): 284–97. http://dx.doi.org/10.1177/0022022193243002.
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Gilbert, Kara. "A comparison of argument structures in L1 and L2 student writing." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 55–75. http://dx.doi.org/10.1075/japc.14.1.05gil.
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The study consisted of an investigation into the argument structures employed in the English academic writing of Japanese native speakers and Australian English native speakers in the Arts (humanities) faculty of an Australian university. In order to investigate naturally occurring written argument structures, an in-depth case-study analysis of a small number of coursework essays was conducted. The complexity of argument structures in terms of the elaboration of individual arguments and the relational links between multiple related arguments of extended persuasive discourse were examined. Consequently, the similarities and differences between the L1 and L2 argumentative structures in the English essays and the nature of argument in English native speaker and Japanese ESL writing were identified. The findings indicate that although there were some differences between the micro- and macro-structures of written arguments in the coursework essays of L1 and L2 students, there were also similarities across both groups of writers. This may suggest that the context of learning plays a role in shaping the argumentative discourse patterns of written texts, which has significant implications not only for L2 writers learning the conventions of English discourse in an academic environment but also for future research investigating forms of written argument.
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Mcquillan, Simone. "A Reading-To-Write Perspective of Japanese and Australian Students’ Source text Integration in Academic Discourse." Transcultural Studies 1, no. 1 (2005): 39–55. http://dx.doi.org/10.1163/23751606-00101003.
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Kawamura, M., Y. Iwamoto, and FA Wright. "A comparison of self-reported dental health attitudes and behavior between selected Japanese and Australian students." Journal of Dental Education 61, no. 4 (April 1997): 354–60. http://dx.doi.org/10.1002/j.0022-0337.1997.61.4.tb03125.x.
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Lucas, Peter, Michael Annear, Wayne Harris, Helen Eyles, and Auston Rotheram. "Health Care Student Perceptions of Societal Vulnerability to Disasters in the Context of Population Aging." Disaster Medicine and Public Health Preparedness 13, no. 03 (July 25, 2018): 449–55. http://dx.doi.org/10.1017/dmp.2018.65.
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ABSTRACTObjectiveThis paper reports on undergraduate health care students’ perception of societal vulnerability to disasters in the context of population aging. Forecast increases in extreme weather events are likely to have a particularly devastating effect on older members of the community.MethodsUndergraduate paramedicine and nursing students were surveyed using the Perceptions of Ageing and Disaster Vulnerability Scale (PADVS) to determine their views on the risks posed to older members of the community by disasters. Data analysis included a comparison of subscales relating to isolation, health system readiness, declining function, and community inclusiveness.ResultsStudents reported a moderate level of concern about disaster vulnerability. Students who had previously completed another university degree reported significantly higher levels of concern than those without a prior degree. Australian students reported lower concern about societal vulnerability compared to a previously reported cohort of Japanese students.ConclusionOur study suggests current education of future health care students does not promote adequate levels of awareness of the health-related challenges posed by disasters, particularly among older members of the community. Without addressing this gap in education, the risk of negative outcomes for both unprepared first responders and older members of the community is significant. (Disaster Med Public Health Prep. 2019;13:449-455)
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Moloney, Robyn. "Being a Kakehashi: A Case Study of the Link Between Teacher Beliefs and Student Engagement." Language Teacher 41, no. 1 (January 1, 2017): 9. http://dx.doi.org/10.37546/jalttlt41.1-2.
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Schools and universities frequently struggle to nourish sustained language learning in their advanced students. There is limited research investigating the elements of effective teaching, which particularly support advanced language learning performance. This article investigates the apparent effect of language teacher beliefs in shaping development of advanced student performance on a Japanese speech-writing task in the Australian senior secondary school context. It is informed by both the analysis of a narrative written by the teacher and data collected in students’ engagement with the task. It seeks to highlight the active role of teacher beliefs conveyed to students in contributing to advanced achievement in Japanese language learning. グローバルな時代に見受けられる、マルチリンガリズムの経済的、社会的、文化的価値を持ってしても、学校や大学は、度々上級の生徒や学生たちに高度な言語学習の機会を提供することの困難に直面する。高度な言語学習をサポートする効果的な教授法の各要素に焦点を当てた研究は少ない。この論文 では、オーストラリアの高校で、言語の先生の信念が生徒の日本語のスピーチライティングの課題のパフォーマンスにどのような影響を与えるか検証する。課題について先生が書いた 文章の 分析と生徒のその課題への取り組みの度合いを示すデータを比べる。 高度な日本語の言語習得において先生の信念がいかに多大な役割を担うことを示すものである。
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Subekti, Adaninggar Septi, Anesti Budi Ermerawati, Ignatius Tri Endarto, Lemmuela Alvita Kurniawati, Mega Wati, Andreas Winardi, Arida Susyetina, and Fransisca Endang Lestariningsih. "INTRODUCING VARIETIES OF ENGLISHES TO HIGH SCHOOL STUDENTS AT SMA KRISTEN KALAM KUDUS SURAKARTA THROUGH ENGLISH CONVERSATION CLUB." Abdimas Galuh 4, no. 2 (October 2, 2022): 948. http://dx.doi.org/10.25157/ag.v4i2.7758.
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The article reports a community service programme in the form of the English Conversation Club (ECC) for students of Kalam Kudus Senior High School, Surakarta, Central Java. It was conducted in the form of eight 40-50-minute online sessions via Google Meet from January 2022 up to May 2022. 30 students participated in the programme. The programme was mainly designed to introduce the participants to varieties of English such as Tagalog, Korean, Japanese, Australian, and Singaporean Englishes and to describe various places in Indonesia or abroad. Introducing varieties of English, more specifically, was intended to nurture positive attitudes towards varieties of English around the world and local accents with speaking English, including Indonesian accents, which in turn could motivate them to speak English confidently regardless of their accents. The participants reported generally positive attitudes towards the programme even though some participants still saw little relevance as to why they should learn varieties of English other than British and American. This slightly negative attitude may be attributed to the participants' limited previous exposure to varieties of English. The combination of limited duration, a big number of participants, and the online mode of the programme may also lessen the effectiveness and how well the materials on varieties of Englishes were delivered. Based on the limitations, it is suggested that to be more effective, future programmes were designed considering more carefully the duration of each meeting, the number of participants, as well as the participants' level of proficiency and previous background knowledge.
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Busser, Rogier, Peter Post, H. J. M. Claessen, Arne Aleksej Perminow, Aone Engelenhoven, René Berg, Will Derks, et al. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 151, no. 3 (1995): 446–70. http://dx.doi.org/10.1163/22134379-90003043.
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- Rogier Busser, Peter Post, Japanse bedrijvigheid in Indonesië, 1868-1942; Structurele elementen van Japan’s vooroorlogse economische expansie in Zuidoost Azië. Proefschrift Vrije Universiteit, Amsterdam, 1991, xviii + 374 pp. - H.J.M. Claessen, Arne Aleksej Perminow, The long way home; Dilemmas of everyday life in a Tongan village. Oslo: Scandinavian University Press, 1993, 166 pp. - Aone van Engelenhoven, René van den Berg, Studies in Sulawesi linguistics III. Jakarta: Badan Penyelenggara Seri Nusa, Universitas Katolik Indonesia Atma Jaya, 1994, xii + 116 pp. [NUSA, Linguistic Studies of Indonesian and Other Languages in Indonesia 36.] - Will Derks, Wolfgang Marschall, Texts from the Islands; Oral and written traditions of Indonesia and the Malay world, (Procedings of the 7th European Colloquium on Indonesia and Malay Studies, Berne, June 1989) 1994, iii + 411 pp. [Ethnologica Bernensia 4]. - Michael Kaden, Krishna Sen, Indonesian Cinema; Framing the New Order, London: Zed Books, 1994, x + 188 pp. - Nico Kaptein, Mona Abaza, Indonesian Students in Cairo; Islamic education perceptions and exchanges, Paris: Association Archipel, 1994, 198 pp. [Cahier d’Archipel 23.] - P. Keppy, Chris Manning, Indonesia assessment 1993; Labour: Sharing in the benefits of growth? Canberra: Australian National University, 1993, xxi + 326 pp., Joan Hardjono (eds.) - Anke Niehof, Jan-Paul Dirkse, Development and social welfare; Indonesia’s experiences under the New Order, Leiden: KITLV Press, 1993, xi + 295 pp., Frans Hüsken, Mario Rutten (eds.) - Hetty Nooy-Palm, Michale C. Howard, Textiles of Southeast Asia; An annotated and illustrated bibliography. Bangkok: White Lotus, 1994, 212 pp. + 64 pp. pf photographs in colour. - Harry A. Poeze, Hans van Miert, Een koel hoofd en een warm hart; Nationalisme, Javanisme en jeugdbeweging in Nederlands-Indië, 1918-1930. Amsterdam: De Bataafsche Leeuw, 1995, 424 pp. - Ger P. Reesink, Jürg Wassmann, Historical atlas of ethnic and linguistic groups in Papua New Guinea, Volume 3, Part 4: New Britain; Part 5: New Ireland; Part 6: Bougainville, Basel: Wepf/University of Basel, Institute of Ethnology, 1995, ix + 185 pp, 30 maps. - Ger P. Reesink, Verena Keck, Historical atlas of ethnic and linguistic groups in Papua New Guinea, Volume 1, Part 3: Madang, Basel: Wepf/University of Basel, Institute of Ethnology, 1995, x + 399 pp, 10 maps. - K. Tauchmann, Reimar Schefold, Minahasa past and present; Tradition and transition in an outer island region of Indonesia, Leiden: Research School CNWS, 1995, 128 pp. - Reinout Vos, Barbara Watson Andaya, To live as brothers; Southeast Sumatra in the seventeenth and eighteenth centuries. Honolulu: University of Hawaii Press, 1993, xvii + 324 pp.
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Turner, Marianne. "Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia." Language Teaching Research, July 15, 2020, 136216882093882. http://dx.doi.org/10.1177/1362168820938824.
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Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.
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Mackie, Vera Christine. "Remembering Romit Dasgupta." PORTAL Journal of Multidisciplinary International Studies 17, no. 1-2 (January 28, 2021). http://dx.doi.org/10.5130/pjmis.v17i1-2.7470.
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Romit Dasgupta lectured in Japanese Studies at the University of Western Australia until his untimely passing in 2018. He was posthumously awarded the Philippa Maddern Award in 2019 by the University of Western Australia Academic Staff Association. The citation described him as ‘[p]rofessional, highly organised and respectful to all, …proactive and willing to help others in regard to any issues, consistently demonstrating his passion in supporting his colleagues and students’. In the essays collected here, Romit’s friends and colleagues reflect on Romit’s qualities and his academic contributions. Romit Dasgupta’s work ranged over gender and sexuality studies, queer theory, cultural studies, cultural history, Asian Studies and Asian-Australian Studies. Each of the author's discusses the inspiration they received from Romit Dasgupta's work in these fields.
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"General Information & Statistics." Asia-Pacific Biotech News 06, no. 09 (April 29, 2002): 332–38. http://dx.doi.org/10.1142/s0219030302000794.
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New Biotech Center in South Australia. China Sees Jump in AIDS Cases. World First Liver Operation Succeeds in Hong Kong. India Sets Grain Export Target. Increasing Rate of Eating Disorders in Japanese Teenagers. Japan Urged to Unite Nanotechnology with Biotechnology. Spying Controversies Surround Korea's Biotech Hub in the US. Korea Latest Biotech Efforts. Korea to Set up Bioterror Hotline. Technology Showcase for New Zealand and Australia Biotech Sectors. Singapore Gives US$33 Million Grant for Biomedical Research. Singapore to Build Second Science Hub. Students Awarded for Outstanding Scientific Research.
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Honma, Masamitsu. "Report of the Joint Meeting of the 6th Asian Congress on Environmental Mutagens and the 48th Annual Meeting of the Japanese Environmental Mutagen Society, Tokyo, November 18–20, 2019." Genes and Environment 42, no. 1 (November 24, 2020). http://dx.doi.org/10.1186/s41021-020-00170-2.
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AbstractThe 6th Asian Congress on Environmental Mutagens (ACEM) was held at Hitotsubashi Hall, Chiyoda City, Tokyo on November 18–20, 2019, in conjunction with the 48th Annual Meeting of the Japanese Environmental Mutagen Society (JEMS). Ninety international delegates from Australia, China, Czechia, France, Germany, India, Iran, Italy, Korea, the Netherlands, the Philippines, the UK, and the USA, along with 340 Japanese delegates and students, participated. During the conference, one keynote lecture, seven symposia, and one workshop were held under the theme of “Innovations towards Environmental Mutagen and Genome Research Originating from Asia.” In the general presentation, 34 oral presentations and 138 poster presentations were made, accompanied by lively discussions. The organizers would like to express their sincere gratitude to those who attended the conference and made it a great success.
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Wilks-Smith, Naomi. "Increasing second language production with gestures." ITL - International Journal of Applied Linguistics, May 3, 2021. http://dx.doi.org/10.1075/itl.20008.wil.
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Abstract Gesture-based methods of teaching second languages have increasingly attracted interest. Previous research has linked gesture with language learning; however, little is known about the impact on learners’ language production, and even less is known about the impact of the unique Intentional Teaching Gestures (ITG) used in many second language programs. This empirical case study investigated the impact of learning with ITG on the oral language production of 170 primary school students learning Japanese as a second language in Australia, using a quasi-experimental approach with Story Re-tell methodology. Findings identify that viewing ITG increased learners’ language retrieval and quantity of oral language produced and highlight the pedagogical value of viewing ITG as a scaffolding tool.
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"Language teaching." Language Teaching 40, no. 3 (June 20, 2007): 251–56. http://dx.doi.org/10.1017/s0261444807004375.
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07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.