Updated on 2025/09/30

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

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

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  • AAAL (American Association for Applied Linguistics)

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  • EuroSLA (European Second Language Acquisition)

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  • ALANZ (Applied Linguistics Association of New Zealand)

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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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    Committee type:Academic society

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  • JALT Journal   Japanese Associate Editor  

    2018 - 2020   

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    Committee type:Academic society

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

    2017 - Present   

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    Committee type:Academic society

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  • Journal of Asia TEFL   Editor of Research Issues Section  

    2017 - 2021   

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    Committee type:Academic society

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  • Journal of Second Language Writing   Editorial Advisory Board Member  

    2017 - 2019   

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    Committee type:Academic society

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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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  • 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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  • 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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  • 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)  

    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)  

    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)  

    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)  

    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)  

    DOI: 10.1080/09588221.2014.993400

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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 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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  • 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)  

    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)  

    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)  

    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)  

    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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    Publishing type:Research paper (scientific journal)  

    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)  

    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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  • 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)  

    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)  

    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)  

    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)  

    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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  • 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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  • 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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  • 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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  • Testing and teaching second language pragmatic skills for studying abroad

    Grant number:23K20103  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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