Updated on 2024/09/08

写真a

 
SHINTANI,Natsuko
 
Organization
Faculty of Foreign Language Studies Professor
Title
Professor
Profile

Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies at Kansai University. Her research focuses on the intersection of second language instruction and acquisition, with a particular emphasis on task-based language teaching, second language writing, and individual learner differences. Her work has been featured in leading academic journals, including Language Learning, TESOL Quarterly, and Studies in Second Language Acquisition. Dr. Shintani’s current research examines the development of L2 pragmatic competence from multiple perspectives. She has extensive experience teaching applied linguistics at the master's and doctoral levels internationally, having taught at Nanyang Technological University in Singapore and the University of Auckland in New Zealand. She currently supervises master’s and doctoral theses on a range of topics related to second language acquisition. She is the solo author of Input-based Tasks in Foreign Language Instruction for Young Learners (John Benjamins) and co-author of Exploring Language Pedagogy through Second Language Acquisition Research (Routledge), Measuring Second Language Pragmatic Competence: A Psycholinguistic Perspective (Multilingual Matters), and Task-Based Language Teaching: Theory and Practice (Cambridge University Press).

External link

Degree

  • Ph.D. in Language Teaching and Learning ( 2012.5 )

  • 修士(言語科学) ( 2006.3 )

Research Interests

  • Second Language Pragmatics Knowledge

  • Task-based Language Teaching

  • Second Language Writing

  • Second Language Acquisition

  • Second language writing

  • Task-based language teaching

  • Instructed second language acquisition

  • Applied Linguistics

  • Second language pragmatics

Research Areas

  • Humanities & Social Sciences / Linguistics

  • Humanities & Social Sciences / Foreign language education

Research History

  • Kansai University   Faculty of Foreign Language Studies   Professor

    2019

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  • Kobe Gakuin University   Faculty of Global Communication   Associate Professor

    2017 - 2019

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  • University of Auckland   Faculty of Education and Social Work   Senior Lecturer

    2014 - 2017

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  • Nanyang Technological University   National Institute of Education   Assistant Professor

    2012 - 2014

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Professional Memberships

  • EuroSLA (European Second Language Acquisition)

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  • ALANZ (Applied Linguistics Association of New Zealand)

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  • AAAL (American Association for Applied Linguistics)

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  • IATBLT (International Association of Task-based Language Teaching)

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Committee Memberships

  • Language Teaching for Young Learners   Review Editor  

    2023 - Present   

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  • TESOL Quarterly   Editorial Advisory Board  

    2022 - Present   

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  • TASK – Journal on Task-based Language Teaching and Learning   Editorial Board Member  

    2021 - Present   

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  • System   Editorial Board Member  

    2020 - 2023   

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  • Language Teaching for Young Learners   Editorial Advisory Board Member  

    2018 - 2023   

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  • JALT Journal   Japanese Associate Editor  

    2018 - 2020   

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  • ITL - International Journal of Applied Linguistics   Editorial Advisory Board Member  

    2017 - Present   

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  • Journal of Asia TEFL   Editor of Research Issues Section  

    2017 - 2021   

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  • Journal of Second Language Writing   Editorial Advisory Board Member  

    2017 - 2019   

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  • International Association for Task-Based Language Teaching (IATBLT)   Executive Board Member  

    2015 - 2019   

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  • TESOL Quarterly   Editorial Advisory Board Member  

    2013 - 2016   

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Papers

  • Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment Reviewed

    Atsushi Mizumoto, Natsuko Shintani, Miyuki Sasaki, Mark Feng Teng

    Research Methods in Applied Linguistics   3 ( 2 )   100116 - 100116   2024

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    Publishing type:Research paper (scientific journal)   Publisher:Elsevier BV  

    DOI: 10.1016/j.rmal.2024.100116

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  • Investigating a failed novel test of socio-pragmatic knowledge Reviewed

    Rod Ellis, Natsuko Shintani

    Research Methods in Applied Linguistics   2 ( 1 )   100046 - 100046   2023.4

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    Authorship:Last author   Language:English   Publishing type:Research paper (scientific journal)   Publisher:Elsevier BV  

    DOI: 10.1016/j.rmal.2023.100046

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  • The roles of language proficiency and study abroad in Japanese students’ receptive Reviewed

    Shintani, N., Ellis, R.

    Applied Pragmatics   4(1), 1-32   2022

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  • Computer-mediated instruction using ondoku practice for developing elementary school Reviewed

    Wong, S., Shintani, N.

    Language Teaching for Young Learners   3(1), 161–175   2021

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  • A study of Chinese learners’ ability to comprehend irony Reviewed

    Ellis, R., Zhu, Y., Shintani, N., Roever, C.

    Journal of Pragmatics   172, 7–20   2021

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  • The relationship between raters’ multilingual background and their perceptions of accentedness and comprehensibility of second language speech Reviewed

    International Journal of Bilingual Education and Bilingualism (published online)   2019

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  • The effectiveness of post-reading word-focused activities and their associations with working memory

    Yingli Yang, Natsuko Shintani, Shaofeng Li, Yingyi Zhang

    SYSTEM   70   38 - 49   2017.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER SCI LTD  

    The study investigates the effects of post-reading word-focused activities on vocabulary acquisition and the extent to which the effects are mediated by learners' working memory. Eighty-one university students were assigned to three experimental groups (Gap-fill, Sentence-writing, Comprehension-only) and a Control group. After completing a reading comprehension task, the Gap-fill and Sentence-writing groups completed word-focused activities, and the Comprehension-only group answered an essay question without receiving any form-focused instruction; the Control group only completed the tests. The Vocabulary Knowledge Scale developed by Paribakht and Wesche (1997) was employed to measure treatment effects, and a reading span test was used to measure the learners' working memory capacities. The results show that on the immediate post-test, the Sentence-writing group performed the best, followed by Gap-fill, Comprehension-only, and Control. On the delayed post-test, the Sentence writing and Gap-fill groups equally outperformed the two other groups. Linear regression analysis revealed that working memory significantly predicted the gain scores of the Comprehension-only and the Gap-fill groups on the immediate post-test. Our results partially confirm the Task Involvement Load Hypothesis and suggest an interaction between working memory and the effects of different types of vocabulary instruction. (C) 2017 Published by Elsevier Ltd.

    DOI: 10.1016/j.system.2017.09.012

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  • THE EFFECTS OF THE TIMING OF ISOLATED FFI ON THE EXPLICIT KNOWLEDGE AND WRITTEN ACCURACY OF LEARNERS WITH DIFFERENT PRIOR KNOWLEDGE OF THE LINGUISTIC TARGET

    Natsuko Shintani

    STUDIES IN SECOND LANGUAGE ACQUISITION   39 ( 1 )   129 - 166   2017.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:CAMBRIDGE UNIV PRESS  

    DOI: 10.1017/S0272263116000127

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  • The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing

    Natsuko Shintani, Scott Aubrey, Mark Donnellan

    TESOL QUARTERLY   50 ( 4 )   945 - 955   2016.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY-BLACKWELL  

    DOI: 10.1002/tesq.323

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  • Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese-accented English

    Kazuya Saito, Natsuko Shintani

    LANGUAGE AWARENESS   25 ( 4 )   305 - 317   2016.11

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    The current study examined how two groups of native speakers - monolingual Canadians and multilingual Singaporeans - differentially perceive foreign accentedness in spontaneous second language (L2) speech. The Singaporean raters, who had exposure to various models of English and also spoke multiple L2s on a daily basis, demonstrated more lenient accent scores than the Canadian raters, who used North American English as their primary language of communication. Both of them used a similar processing strategy to make such accentedness judgements - drawing exclusively on the phonological aspects of L2 speech without taking into account the appropriate/complex use of L2 lexicogrammar.

    DOI: 10.1080/09658416.2016.1229784

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  • The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study

    Natsuko Shintani

    COMPUTER ASSISTED LANGUAGE LEARNING   29 ( 3 )   517 - 538   2016.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    This case study investigated the characteristics of computer-mediated synchronous corrective feedback (SCF, provided while students wrote) and asynchronous corrective feedback (ACF, provided after students had finished writing) in an EFL writing task. The task, designed to elicit the use of the hypothetical conditional, was completed by two Japanese university students in either the SCF or ACF condition. The writing process was video-recorded using the screen-capture function. An interview involving stimulated recall was conducted immediately after the writing session to investigate the two writers' perceptions about the feedback they received. The main findings were that (1) SCF created an interactive writing process similar in some respects to oral corrective feedback; (2) both the SCF and ACF promoted noticing-the-gap, but self-correction was more successful in the SCF condition; (3) focus on meaning and form took place contiguously in the SCF condition while it occurred separately in the ACF condition; and (4) both types of feedback facilitated metalinguistic understanding of the target feature, reflecting the unique features of writing (i.e., its slow pace, its permanency and the need of accuracy). These differences were confirmed by analyzing compositions written by 15 similar learners who received either type of feedback.

    DOI: 10.1080/09588221.2014.993400

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  • The effectiveness of synchronous and asynchronous writtencorrective feedback on grammatical accuracy in a computer-mediated environment Reviewed

    The Modern Language Journal   100(1), 296-319   2016

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  • Perceived comprehensibility in second language speech: comparisons of native speaking raters in Canada and Singapore Reviewed

    TESOL Quarterly   50(2), 421-446   2016

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  • The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis

    Natsuko Shintani

    APPLIED LINGUISTICS   36 ( 3 )   306 - 325   2015.7

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:OXFORD UNIV PRESS  

    This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for productive knowledge. Furthermore, the PB proved superior to the PI for productive knowledge when both groups received the same explicit information. The moderator analyses showed that: (i) the long term effects of PI and PB differed; (ii) PI was more effective for adults than for adolescent learners while PB was equally effective for both age groups; (iii) the effectiveness of PI was not influenced by the provision of explicit explanation and strategy training; (iv) the effectiveness of PB for receptive knowledge was influenced by strategy training; and (v) both PI and PB proved more effective in the production tests when the instruction focused on the meaning primacy principle than the first noun principle while no differences were found in the receptive tests.

    DOI: 10.1093/applin/amu067

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  • Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?

    Natsuko Shintani, Rod Ellis

    SYSTEM   49   110 - 119   2015.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:ELSEVIER SCI LTD  

    Recent research has shown that written corrective feedback helps to improve learners' grammatical accuracy in newpieces of writing. However, little is known about how individual differences mediate the extent that learners benefit from feedback. This article reports a correlational study designed to examine whether one individual difference factor--language analytical ability (LAA)--mediated the extent to which 118 Japanese university students of English improved in their accurate use of the past hypothetical conditional and indefinite article in new writing depending on the type of feedback (direct feedback or metalinguistic explanation) and on whether they had an opportunity to revise. Three major findings emerged. First, learners with stronger LAA benefited more from both types of feedback than learners with weaker ability. Second, LAA played a larger role for those learners who had revised their original writing following the feedback. Third, the mediating effect was only evident in new writing produced shortly after the feedback (i.e., there was no long term effect). It is proposed that the extent that LAA was involved depended on a complex interaction involving type of feedback, opportunity to revise, and the target structure, which influenced the depth of processing the learners engaged in. (C) 2015 Elsevier Ltd. All rights reserved.

    DOI: 10.1016/j.system.2015.01.006

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  • The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners

    Natsuko Shintani

    TESOL QUARTERLY   49 ( 1 )   115 - 140   2015.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY-BLACKWELL  

    Incidental grammar acquisition involves learners picking up a grammatical feature while their primary focus is on some other aspect of languageeither message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical featuresplural -s and copula bein two types of instructionfocus on form (FonF) and focus on forms (FonFs). The two features were not directly taught, but opportunities for learning them occurred in classroom interactions. Thirty young beginner Japanese learners were divided into two groups (FonF and FonFs) and received nine repeated lessons over 5 weeks. The study examined learners' acquisition of the two structures as measured by tests and sought explanations for the results in terms of the differences in interactions that arose in the two instructional contexts and, in particular, opportunities for attending to the two grammatical features in these interactions. The children in the FonF classroom demonstrated acquisition of plural -s but not of copula be. Neither structure was acquired by the children in the FonFs classroom. Analysis of the classroom interactions show that there was a functional need to attend to plural -s (but not copula be) only in the FonF classroom.

    DOI: 10.1002/tesq.166

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  • Task-based language teaching at elementary schools in Japan: Problems and possibilities Reviewed

    The Chubu English Language Education Society (CELES) Journal   44, 205-210   2015

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  • Tracking 'learning behaviours' in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English

    Natsuko Shintani, Rod Ellis

    LANGUAGE TEACHING RESEARCH   18 ( 4 )   521 - 542   2014.10

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

    The purpose of this article is to examine both the process and product of vocabulary learning in a task-based instructional context. The article reports a study that investigated the acquisition of two dimensional adjectives ('big' and 'small') by six-year-old Japanese children who were complete beginners. It tracked the 'learning behaviours' that occurred in the classroom interactions involving the use of these adjectives in nine task-based lessons to show how these behaviours developed over time. It also collected test data to establish whether the learners had developed the receptive and productive knowledge required for the independent use of two adjectives. In this way, the study shows how second language (L2) learning evolves through interaction by exploring the relationships between the learners' different learning behaviours and the differences in their test performance. The main finding was that differences in the success of the individual learners in acquiring productive control over the dimensional adjectives as shown in the tests was directly traceable to their learning behaviours in the task-based interactions.

    DOI: 10.1177/1362168813519885

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  • Effects of written feedback and revision on learners’ understanding and use of two English grammatical structures Reviewed

    Natsuko Shintani, Rod Ellis, Wataru Suzuki

    Language Learning   64(1), 103-131 ( 1 )   103 - 131   2014

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    The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback led to increased accuracy for the hypothetical conditional but not for the indefinite article. The effectiveness of the DCF proved longer lasting than the ME. Also, providing opportunity for revision enhanced the effect of the feedback. Overall, DCF followed by revision proved the most effective type of feedback. The results suggest that when form-focused written feedback is directed at two features that vary in saliency and complexity, learners are likely to focus on the structure that contributes more to the global meaning of the text. The results also indicate that directly correcting the errors learners make with respect to a complex syntactical structure is more beneficial than giving them a metalinguistic explanation. © 2013 Language Learning Research Club, University of Michigan.

    DOI: 10.1111/lang.12029

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  • Using tasks with young beginner learners: The role of the teacher Reviewed

    Innovation in Language Learning and Teaching   8(3), 279-395   2014

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  • Effects of listening support in second language classroom: A meta-analysis Reviewed

    English Teaching and Learning   38(3), 71-101   2014

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  • The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article

    Natsuko Shintani, Rod Ellis

    JOURNAL OF SECOND LANGUAGE WRITING   22 ( 3 )   286 - 306   2013.9

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:PERGAMON-ELSEVIER SCIENCE LTD  

    The study extends current work on written error feedback in writing in two ways. First, it examines whether it has an effect on adult ESL learners' L2 implicit and explicit knowledge. Second, the study compares the effect of one common type of feedback - direct corrective feedback (DCF) - with an alternative type of error feedback - the provision of. metalinguistic explanation (ME). The effect of these two types of error feedback was measured by an Error Correction Test (ECT) and by examining the accuracy of use of the target feature (the English indefinite article) in both a revised text and in new pieces of writing by 49 lbw-intermediate ESL students in an intensive language programme in the United States. In addition, eye-tracking data and self-reports elicited from the learners provided information about the use that they made of the DCF and ME. It was found that the DCF had no effect on accurate use of the target feature suggesting that it benefited neither implicit nor explicit knowledge. In contrast, the ME led to gains in accuracy in the ECT and in a new piece of writing completed immediately after the treatment but not in a second new text completed two weeks later. These results are interpreted as indicating that the ME helped to develop learners' L2 explicit knowledge but that the effect was not durable and thus probably had no effect on their implicit knowledge. Learners' self-reports indicate that the learners receiving the DCF did not develop awareness of the rule whereas those receiving the ME did and were able to use it when revising their original text. These findings tire discussed from the perspective of both SLA theory and language pedagogy and suggestions for further research are put forward. (C) 2013 Elsevier Inc. All rights reserved.

    DOI: 10.1016/j.jslw.2013.03.011

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  • Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies

    Natsuko Shintani, Shaofeng Li, Rod Ellis

    LANGUAGE LEARNING   63 ( 2 )   296 - 329   2013.6

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    Language:English   Publisher:WILEY-BLACKWELL  

    This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect sizes: comparative, absolute, and pre-to-post change. The comparative effect sizes were used in a subsequent moderator analysis to test the impact of two mediator variables-CBI with and without Processing Instruction and PBI involving text creation versus text manipulation. The results showed that (1) overall, both types of instruction had large effects on both receptive and productive knowledge; (2) for receptive knowledge, CBI had a greater effect than PBI when the acquisition was measured within one week but the difference diminished in the delayed tests (i.e., posttests administered between 1 week and 75 days after the treatment); (3) for productive knowledge, CBI and PBI had similar effects in short-term measurement but PBI was more effective in the delayed tests; and (4) the initial advantage found for CBI was largely due to Processing Instruction. We discuss the theoretical and pedagogical significance of these findings.

    DOI: 10.1111/lang.12001

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  • The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners

    Natsuko Shintani

    TESOL QUARTERLY   47 ( 1 )   36 - 62   2013.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:WILEY-BLACKWELL  

    The purpose of the study reported in this article is to investigate the effect of two instructional approachesfocus on forms (FonFs) and focus on form (FonF)on the acquisition of a set of nouns and adjectives by young Japanese children who were complete beginners. The article begins by defining FonFs and FonF and considering the theoretical rationale for each. The author then examines how FonFs (operationalized as present-practice-produce) and FonF (operationalized through task-based teaching) can be realized. It is demonstrated that in the case of beginning-level learners, task-based teaching is best operationalized in terms of comprehension-based rather than production-based tasks. The article concludes with a review of the research that has compared the effects of FonFs and FonF on vocabulary acquisition.

    DOI: 10.1002/tesq.54

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  • Getting Started with TBLT: A Personal Account Reviewed

    On Task   3(1), 13-19   2013

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  • Input-based tasks and the acquisition of vocabulary and grammar: A process-product study

    Natsuko Shintani

    LANGUAGE TEACHING RESEARCH   16 ( 2 )   253 - 279   2012.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

    The study reported in this article investigated the use of input-based tasks with young, beginner learners of English as a second language by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners, aged six, with no experience of second language (L2) learning. The target features were 36 vocabulary items (24 nouns and 12 adjectives) and plural -s. The input-based instruction consisted of three listen-and-do tasks, which were repeated nine times over a five-week period. The analysis of the process features found that even though the tasks did not require language production, the learners contributed actively. The tasks resulted in naturalistic conversation, negotiation of meaning, and 'focus on form', all of which have been claimed to facilitate acquisition. The input-based group improved significantly in both their receptive and productive knowledge of the vocabulary items and in their receptive knowledge of plural -s over time. They also outperformed a control group. The study shows that listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective for implementing task-based instruction for young beginner learners.

    DOI: 10.1177/1362168811431378

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  • Doing meta-analysis in SLA: Practice, choice, and standards Reviewed

    Contemporary Foreign Languages Studies   384 (12), 3-20   2012

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  • Repeating input-based tasks with young beginner learners Reviewed

    RELC Journal   43(1), 39-51   2012

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  • A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners

    Natsuko Shintani

    LANGUAGE TEACHING RESEARCH   15 ( 2 )   137 - 158   2011.4

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

    The study reported in this article investigated the comparative effects of two types of treatment - one of which emphasized input and the other output - on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6-8 were divided into three groups (input-based, production-based and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production.

    DOI: 10.1177/1362168810388692

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  • Task-based language teaching versus traditional production-based instruction: Do they result in different classroom processes? Reviewed

    University of Sydney Papers in TESOL   6, 97-120   2011

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  • THE INCIDENTAL ACQUISITION OF ENGLISH PLURAL -S BY JAPANESE CHILDREN IN COMPREHENSION-BASED AND PRODUCTION-BASED LESSONS A Process-Product Study

    Natsuko Shintani, Rod Ellis

    STUDIES IN SECOND LANGUAGE ACQUISITION   32 ( 4 )   607 - 637   2010.12

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:CAMBRIDGE UNIV PRESS  

    Most studies that have investigated the effects of instruction on the SLA of specific grammatical features have focused on intentional learning. This study investigated incidental acquisition by comparing the relative effects of two types of instruction-comprehension-based instruction (CBI) and production-based instruction (PBI)-on young Japanese learners' incidental acquisition of English plural -s. Results showed that both the CBI and PBI groups performed significantly better than the control group on both the comprehension and production tests. There were no statistically significant differences between the two experimental groups. However, a comparison of those learners in the two groups who were complete beginners indicated an advantage for the CBI instruction. A quantitative and qualitative analysis of the interactions in one CBI and one PBI class showed that the students who received both kinds of instruction had ample exposure to plural -s nouns but that the nature of the corrective feedback they received differed. Whereas the feedback that the students in the CBI group received on their comprehension errors enabled them to distinguish the meanings of plural and singular nouns, the feedback that the students in the PBI group received on their production errors-in the form of recasts did not result in the repair of errors.

    DOI: 10.1017/S0272263110000288

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Books

  • Measuring second language pragmatic competence: A psycholinguistic perspective

    Ellis, R, Roever, C, Shintani, N, Zhu, Y( Role: Joint author)

    Multilingual Matters  2024  ( ISBN:9781800417724

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  • Proficiency effects on L2 pragmatics

    Roever, C, Shintani, N, Zhu, Y, Ellis, R( Role: Contributor)

    A. Martínez-Flor, A. Sánchez Hernández, & J. Baron (Eds.). L2 Pragmatics in Action. Teachers, learners and the teaching-learning interaction process. John Benjamins.  2023 

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  • Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback appropriation in digital environments: The affordances of on-line technologies

    Shintani, N, Aubrey, S( Role: Contributor)

    R. M. Manchón & J. Roca de Larios (Eds.). Research methods in the study of L2 writing processes (315−336). John Benjamins  2023 

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  • Writing and language learning in electronic environments

    Scott, A., Shintani, N.( Role: Contributor)

    R. M. Manchón & C. Polio (Eds.). Handbook of second language acquisition and writing. Routledge  2022 

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  • Theory and practice of task-based language teaching: multiple perspectives Reviewed

    ( Role: Joint author)

    Cambridge University Press  2019  ( ISBN:9781108713894

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  • The roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure Reviewed

    ( Role: Sole author)

    R. DeKeyser & G. Prieto Botana (Eds.). Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability, John Benjamins  2019 

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  • Researching TBLT for young, beginner learners in Japan Reviewed

    Shintani, N.( Role: Contributor)

    M. Bygate (Ed.). TBLT as a researched pedagogy, John Benjamins  2018 

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  • Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective. Reviewed

    ( Role: Contributor)

    M. Bygate (Ed.), Learning language through task repetition, John Benjamins  2018 

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  • Productive versus receptive grammar knowledge Reviewed

    ( Role: Contributor)

    L. Liontas (Ed.), The TESOL Encyclopaedia of English Language Teaching: Grammar Teaching, Wiley  2018 

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  • The role of input-based tasks in foreign language instruction for young learners Reviewed

    ( Role: Sole author)

    John Benjamins  2016 

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  • Synthesizing research in applied linguistics: the complementary contributions of narrative reviews and meta-analyses Reviewed

    ( Role: Joint editor)

    Applied Linguistics (special issue)  2015 

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  • Exploring language pedagogy through second language acquisition research Reviewed

    ( Role: Joint author)

    Routledge  2014 

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Presentations

  • What effect does deductive instruction have on the development of explicit and implicit pragmatic processing?

    Natsuko Shintani, Rod Ellis

    American Association for Applied Linguistics Conference (AAAL 2024). Houston, USA  2024.3 

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    Event date: 2024.3

    Language:English   Presentation type:Oral presentation (general)  

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  • Low proficiency learners’ perceptions of task-based language teaching in an ESP classroom in Japan

    Fujita, Y, Shintani, N

    The 10th International Conference on Task-based Language Teaching. Khon Kaen University, Thailand  2023.6 

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    Event date: 2023.6

    Language:English   Presentation type:Oral presentation (general)  

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  • The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence

    Natsuko Shintani, Rod Ellis

    Applied Linguistics Conference: ALAA/ALANZ. Wellington, New Zealand  2022.11 

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    Event date: 2022.11

    Language:English   Presentation type:Oral presentation (general)  

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  • A genre-based approach to investigating the performance of a monologic pragmatic task

    Natsuko Shintani, Rod Ellis

    9th International Conference on Task-based Language Teaching, Innsbruck, Austria.  2022.8 

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    Event date: 2022.8

    Language:English   Presentation type:Oral presentation (general)  

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  • Learners’ use of machine translation during a collaborative writing task: A case study

    Fujita Takuro, Natsuko Shintani

    20th Asia TEFL. Malang, Indonesia  2022.8 

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    Event date: 2022.8

    Language:English   Presentation type:Oral presentation (general)  

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  • Implementing of task-based language teaching for young EFL learners in Japan

    Shanghai Center for Research in English Language Education (SCRELE), Shanghai, China.  2019.9 

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    Event date: 2019.9

    Language:English   Presentation type:Oral presentation (general)  

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  • Focusing on the teacher and the students in TBLT for young learners Invited

    Natsuko Shintani

    8th International Conference on Task-Based Language Teaching, Otawa, Canada.  2019.8 

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    Event date: 2019.8

    Language:English   Presentation type:Symposium, workshop panel (nominated)  

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  • Effects of different types of feedback: Issues in past and current theory and research Invited

    The Language Learning Potential of L2 Writing and Written Corrective Feedback: Advancing Research Agendas, Murcia, Spain.  2018.5 

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    Event date: 2018.5

    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Written corrective feedback: Learning grammar through writing Invited

    Assessing World Languages, University of Macau, Macau, China.  2017.11 

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    Event date: 2017.11

    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Comparing task-based language teaching and traditional instruction for young learners: Methodological issues and solutions Invited

    Natsuko Shintani

    17th International LASLAB seminar, Vitoria-Gasteiz, Spain  2021.5 

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    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Teaching strategies for L2 learning: Written corrective feedback Invited

    The Third International Conference on Situating Strategy Use (SSU3), Osaka, Japan.  2019.10 

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    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Incidental acquisition of grammar and vocabulary in repeated text-reconstruction tasks

    International Conference on Task-Based Language Teaching (TBLT 2017)  2017.4 

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  • Effects of isolated, integrated, and combined form-focused instruction on low-intermediate learners’ grammar acquisition

    American Association for Applied Linguistics Conference (AAAL 2017)  2017.3 

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  • Explicit grammar instruction for second language writing Invited

    TESOL Colloquium at the University of Sydney, Sydney, Australia.  2016.9 

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    Language:English   Presentation type:Oral presentation (keynote)  

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  • The effectiveness of explicit instruction in L2 grammar learning: The roles of instruction type and feature type

    American Association for Applied Linguistics Conference (AAAL2016)  2016.4 

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  • Examining the effects of corrective feedback: How, when and on which errors? Invited

    Language Resource Centre, Cornell University, NY., US.  2016.4 

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    Language:English   Presentation type:Symposium, workshop panel (nominated)  

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  • Effects of pre- and post-writing metalinguistic explanation on the acquisition of L2 grammar

    Symposium of Second Language Writing  2015.11 

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  • The complementary contributions of meta-analysis and narrative review Invited

    Joint International Methodology Research Colloquium at National Institute for International Education (NIIED), Korea  2015.5 

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    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Computer-mediated Synchronous (Immediate) and Asynchronous (Delayed) Direct Corrective Feedback

    American Association for Applied Linguistics Conference (AAAL 2015)  2015.3 

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  • Computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study of two L2 writers

    The 13th Symposium on Second Language Writing  2014.11 

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  • Language analytical ability: What role does it play in L2 learners’ use of written feedback?

    AILA World Congress  2014.8 

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  • The effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment

    American Association for Applied Linguistics Conference (AAAL 2014)  2014.3 

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  • The effects of written corrective feedback on L2 learners’ explicit and implicit knowledge of the English indefinite article

    American Association for Applied Linguistics Conference (AAAL 2014)  2014.3 

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  • Computer-mediated synchronous and asynchronous direct corrective feedback on writing Invited

    Research Seminar at Singapore Association of Applied Linguistics, Singapore.  2014.3 

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    Language:English   Presentation type:Symposium, workshop panel (nominated)  

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  • A meta-analysis of studies investigating the effects of reception- and production-based instruction on L2 vocabulary learning

    American Association for Applied Linguistics Conference (AAAL 2013)  2014.3 

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  • The Incidental L2 Acquisition of Dimensional Adjectives by Young Children

    The 10th Asian EFL Journal International TESOL Conference  2014.2 

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  • Workshop on Task-Based Language Teaching in Asian Primary Schools

    The 17th Conference of Pan-Pacific Association of Applied Linguistics  2012.8 

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  • Using tasks with young learners in Japan: The role of the teacher

    The 17th Conference of Pan-Pacific Association of Applied Linguistics (PAAL)  2012.8 

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  • Input-based tasks and the acquisition of vocabulary and grammar: A process-product study

    . 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL)  2012.5 

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  • The effects of focus-on-forms and focus-on-form on vocabulary acquisition by young beginner learners

    The 7th International ELT Research Conference  2012.4 

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  • Task-based instruction: Task design and task implementation

    2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ)  2011.12 

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    Venue:New Zealand  

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  • Effects of repeating listen-and-do tasks on children's L2 comprehension and production

    The 4th Biennial International Conference on Task-Based Language Teaching  2011.11 

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  • A comparative study of input-based and production-based instruction for vocabulary acquisition

    The 16th World Congress of Applied Linguistics (AILA2011)  2011.8 

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  • Incidental L2 acquisition of two English grammatical structures by young Japanese classroom learners in comprehension-based

    American Association for Applied Linguistics Conference (AAAL 2011)  2011.3 

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  • Implementing of task-based courses for young EFL learners in Japan

    The 15th English in Southeast Asia Conference  2010.12 

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  • Comprehension-based versus production-based instruction: Using conversation analysis to distinguish them

    The 16th The Applied Linguistics Association of New Zealand Symposium  2010.12 

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    Venue:New Zealand  

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  • Classroom interaction and acquisition – comparative study of TBLT and PPP for young EFL learners in Japan

    The 1st Combined Conference the Applied Linguistics Association of NZ and Australia. Auckland  2009.12 

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    Venue:Australia. Auckland  

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Research Projects

  • Development and optimization of an integrated DDL platform to improve English proficiency

    Grant number:21H00553  2021.4 - 2024.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

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    Grant amount:\17420000 ( Direct Cost: \13400000 、 Indirect Cost:\4020000 )

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  • Testing and teaching second language pragmatic skills for studying abroad

    Grant number:20H01297  2020.4 - 2025.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

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    Grant amount:\14950000 ( Direct Cost: \11500000 、 Indirect Cost:\3450000 )

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  • New method of evaluating English speaking ability using AI

    Grant number:18K00809  2018.4 - 2023.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

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    Grant amount:\4420000 ( Direct Cost: \3400000 、 Indirect Cost:\1020000 )

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  • The influence of explicit grammar instruction on the incidental acquisition of vocabulary, grammar and pronunciation

    Grant number:18K12481  2018.4 - 2020.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Early-Career Scientists

    Shintani Natsuko

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    Grant amount:\1690000 ( Direct Cost: \1300000 、 Indirect Cost:\390000 )

    The study examined the incidental acquisition of three language features (grammar, vocabulary, and pronunciation) when the learners receiving explicit instruction focusing on a particular grammatical feature. The analyses for incidental acquisition showed significant gains for vocabulary (i.e., new vocabulary items) and pronunciation (i.e., stress placement) but not for the grammatical feature (i.e. passive voice). The results indicated that incidental acquisition takes place in the language classroom even when a particular linguistic form is explicitly taught. It was more evident for vocabulary and pronunciation than grammar. The most explicit instruction resulted in better incidental vocabulary acquisition. This might be because the explicit instruction plus highlighted text helped the learners with limited proficiency to comprehend the story, which allowed them to be more attentive to other aspects of language than the target structure.

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