2024/05/18 更新

写真a

シンタニ　ナツコ
新谷　奈津子
SHINTANI,Natsuko
所属
外国語学部 教授
職名
教授
プロフィール
Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai University. She obtained her PhD in Language Teaching and Learning from the University of Auckland in 2011. She has taught applied linguistics courses at the masters and doctoral levels at Nanyang Technological University and the University of Auckland. Her research interests encompass the roles of interaction in second language acquisition, second language writing, and task-based language teaching. Her work has been published in leading journals such as Language Learning, Studies in Second Language Acquisition, Journal of Second Language Writing, and Applied Linguistics. She has published a book with John Benjamins, entitled Input-based Tasks in Foreign Language Instruction for Young Learners. She has also co-authored a book with Rod Ellis, entitled Exploring Language Pedagogy through Second Language Acquisition Research published by Routledge.
外部リンク

学位

  • Ph.D. in Language Teaching and Learning （ 2012年5月   University of Auckland ）

  • 修士(言語科学) （ 2006年3月 ）

研究キーワード

  • 第二言語における語用論的知識

  • タスクを中心とした指導法

  • 第二言語によるライティング

  • 第二言語習得論

  • Second language writing

  • Task-based language teaching

  • Instructed second language acquisition

  • 応用言語学

研究分野

  • 人文・社会 / 言語学

  • 人文・社会 / 外国語教育

経歴

  • Kansai University   Faculty of Foreign Language Studies   Professor

    2019年 - 現在

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  • Kobe Gakuin University   Faculty of Global Communication   Associate Professor

    2017年 - 2019年

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  • Senior Lecturer, University of Auckland, New Zealand

    2014年10月 - 2017年9月

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

    2014年 - 2017年

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  • Assistant Professor, National Institute of Education, Nanyang Technological University, Singapore.

    2012年12月 - 2014年9月

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  • Nanyang Technological University   National Institute of Education   Assistant Professor

    2012年 - 2014年

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所属学協会

  • 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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委員歴

  • Language Teaching for Young Learners   レビュー編集委員  

    2023年 - 現在   

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  • TESOL Quarterly   査読委員  

    2022年 - 現在   

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  • TASK – Journal on Task-based Language Teaching and Learning   査読委員  

    2021年 - 現在   

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  • System   査読委員  

    2020年 - 2023年   

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  • Language Teaching for Young Learners   査読委員  

    2018年 - 2023年   

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    団体区分：学協会

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  • JALT Journal   Japanese Associate Editor  

    2018年 - 2020年   

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    団体区分：学協会

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  • ITL - International Journal of Applied Linguistics   査読委員  

    2017年 - 現在   

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    団体区分：学協会

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  • Journal of Asia TEFL   Research Issues 編集委員  

    2017年 - 2021年   

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    団体区分：学協会

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  • Journal of Second Language Writing   査読委員  

    2017年 - 2019年   

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    団体区分：学協会

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

    2015年 - 2019年   

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    団体区分：学協会

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  • TESOL Quarterly   査読委員  

    2013年 - 2016年   

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    団体区分：学協会

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論文

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

    Shintani, N., Ellis, R.

    Applied Pragmatics   4(1), 1-32   2022年

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

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

    Journal of Pragmatics   172, 7–20   2021年

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  • Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills 査読

    Wong, S., Shintani, N.

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

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

    Shintani, N., Saito, K., Koizumi, R.

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

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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年11月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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年3月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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年12月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：WILEY-BLACKWELL  

    DOI： 10.1002/tesq.323

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

    Saito, Shintani, N

    Language Awareness   25 ( 4 )   305 - 317   2016年11月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）  

    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年4月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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  • Perceived comprehensibility in second language speech: comparisons of native speaking raters in Canada and Singapore 査読

    Saito, K., Shintani, N.

    TESOL Quarterly   50(2), 421-446   2016年

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

    Shintani, N., Aubrey, S.

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

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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年7月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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年4月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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年3月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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 査読

    Shintani, N.

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

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

    Shintani, N, Ellis, R

    Language Teaching Research   18 ( 4 )   521 - 542   2014年10月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）  

    DOI： 10.1177/1362168813519885

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

    Shintani, N., Ellis. R., Suzuki, W.

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

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    掲載種別：研究論文（学術雑誌）  

    DOI： 10.1111/lang.12029

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

    Shintani, N.

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

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

    Shintani, N., Wallace, P. M.

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

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

    Shintani, N, Ellis, R

    Journal of Second Language Writing   22 ( 3 )   286 - 306   2013年9月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）  

    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年6月

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    記述言語：英語   出版者・発行元：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年3月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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 査読

    Shintani, N.

    On Task   3(1), 13-19   2013年

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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年4月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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  • Repeating input-based tasks with young beginner learners 査読

    Shintani, N.

    RELC Journal   43(1), 39-51   2012年

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

    Li, S., Shintani, N., Ellis, R.

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

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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年4月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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? 査読

    Shintani, N.

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

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  • The incidental acquisition of English plural –s by Japanese children in comprehension-based lessons: a process-product study

    Shintani, N, Ellis, R

    Studies in Second Language Acquisition   32 ( 4 )   607 - 637   2010年12月

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    記述言語：英語   掲載種別：研究論文（学術雑誌）  

    DOI： 10.1017/S0272263110000288

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書籍等出版物

  • Writing and language learning in electronic environments

    Scott, A., Shintani, N.（ 担当： 共著）

    Handbook of second language acquisition and writing. Routledge  2022年 

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

    Ellis, R., Skehan, P., Shintani, N., Lambert, C.（ 担当： 共著）

    Cambridge University Press  2019年  （ ISBN:9781108713894 ）

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  • The roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure. In R. DeKeyser & G. Prieto Botana (Eds.). Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability 査読

    Shintani, N.（ 担当： 単著）

    John Benjamins  2019年 

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  • The roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure. In R. DeKeyser & G. Prieto Botana (Eds.). Doing SLA research with implications for the classroom: Reconciling methodological d…

    Shintani, N（ 担当： 単著）

    John Benjamins  2019年 

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  • Researching TBLT for young, beginner learners in Japan. In M. Bygate (Ed.). TBLT as a researched pedagogy 査読

    Shintani, N.（ 担当： 単著）

    John Benjamins  2018年 

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  • Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective. In M. Bygate (Ed.), Learning language through task repetition 査読

    Shintani, N.（ 担当： 単著）

    John Benjamins  2018年 

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  • Productive versus receptive grammar knowledge. In L. Liontas (Ed.), The TESOL Encyclopaedia of English Language Teaching: Grammar Teaching 査読

    Shintani, N.（ 担当： 単著）

    Wiley  2018年 

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

    Shintani, N.（ 担当： 単著）

    John Benjamins  2016年 

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

    Li, S., Shintani, N., Ellis, R.（ 担当： 共著）

    Applied Linguistics (special issue)  2015年 

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  • Exploring language pedagogy through second language acquisition research 査読

    Ellis, R., Shintani, N.（ 担当： 共著）

    Routledge  2014年 

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講演・口頭発表等

  • Teaching strategies for L2 learning: Written corrective feedback

    Shintani, N.

    The Third International Conference on Situating Strategy Use (SSU3)  2019年10月 

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

    Shintani, N.

    Shanghai Center for Research in English Language Education (SCRELE)  2019年9月 

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

    Shintani, N.

    The Language Learning Potential of L2 Writing and Written Corrective Feedback: Advancing Research Agendas  2018年5月 

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  • Written corrective feedback: Learning grammar through writing

    Shintani, N.

    Assessing World Languages  2017年11月 

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

    Shintani, N.

    International Conference on Task-Based Language Teaching (TBLT 2017)  2017年4月 

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL 2017)  2017年3月 

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  • Explicit grammar instruction for second language writing

    Shintani, N.

    TESOL Colloquium at the University of Sydney  2016年9月 

    　詳細を見る

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL2016)  2016年4月 

    　詳細を見る

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

    Shintani, N.

    Language Resource Centre, Cornell University  2016年4月 

    　詳細を見る

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

    Shintani, N., S. Aubrey, M. Donnellan

    Symposium of Second Language Writing  2015年11月 

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  • The complementary contributions of meta-analysis and narrative review

    Shintani, N.

    Joint International Methodology Research Colloquium at National Institute for International Education (NIIED)  2015年5月 

    　詳細を見る

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL 2015)  2015年3月 

    　詳細を見る

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

    Shintani, N.

    The 13th Symposium on Second Language Writing  2014年11月 

    　詳細を見る

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

    Shintani, N.

    AILA World Congress  2014年8月 

    　詳細を見る

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

    Shintani, N., S. Aubrey

    American Association for Applied Linguistics Conference (AAAL 2014)  2014年3月 

    　詳細を見る

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL 2014)  2014年3月 

    　詳細を見る

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

    Shintani, N.

    Research Seminar at Singapore Association of Applied Linguistics  2014年3月 

    　詳細を見る

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL 2013)  2014年3月 

    　詳細を見る

  • The Incidental L2 Acquisition of Dimensional Adjectives by Young Children

    Shintani, N.

    The 10th Asian EFL Journal International TESOL Conference  2014年2月 

    　詳細を見る

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

    Shintani, N.

    The 17th Conference of Pan-Pacific Association of Applied Linguistics  2012年8月 

    　詳細を見る

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

    Shintani, N.

    The 17th Conference of Pan-Pacific Association of Applied Linguistics (PAAL)  2012年8月 

    　詳細を見る

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

    Shintani, N.

    . 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL)  2012年5月 

    　詳細を見る

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

    Shintani, N.

    The 7th International ELT Research Conference  2012年4月 

    　詳細を見る

  • Task-based instruction: Task design and task implementation

    Shintani, N.

    2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ)  2011年12月 

    　詳細を見る

    開催地：New Zealand  

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

    Shintani, N.

    The 4th Biennial International Conference on Task-Based Language Teaching  2011年11月 

    　詳細を見る

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

    Shintani, N.

    The 16th World Congress of Applied Linguistics (AILA2011)  2011年8月 

    　詳細を見る

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

    Shintani, N.

    American Association for Applied Linguistics Conference (AAAL 2011)  2011年3月 

    　詳細を見る

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

    Shintani, N.

    The 15th English in Southeast Asia Conference  2010年12月 

    　詳細を見る

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

    Shintani, N.

    The 16th The Applied Linguistics Association of New Zealand Symposium  2010年12月 

    　詳細を見る

    開催地：New Zealand  

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

    Shintani, N.

    The 1st Combined Conference the Applied Linguistics Association of NZ and Australia. Auckland  2009年12月 

    　詳細を見る

    開催地：Australia. Auckland  

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▼全件表示

共同研究・競争的資金等の研究課題

  • 英語運用能力を高める統合型DDLプラットフォームの開発とその最適化

    研究課題/領域番号：21H00553  2021年4月 - 2024年3月

    日本学術振興会  科学研究費助成事業  基盤研究(B)

    水本 篤, Anthony Laurence, 浦野 研, 保田 幸子, 新谷 奈津子, 薮越 知子, 亘理 陽一

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    配分額：17420000円 （ 直接経費：13400000円 、 間接経費：4020000円 ）

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  • Testing and teaching second language pragmatic skills for studying abroad

    研究課題/領域番号：20H01297  2020年4月 - 2025年3月

    日本学術振興会  科学研究費助成事業  基盤研究(B)

    新谷 奈津子, Allen ToddJames, 今尾 康裕, 田中 洋也, 水本 篤

    　 詳細を見る

    配分額：14950000円 （ 直接経費：11500000円 、 間接経費：3450000円 ）

    令和2年度に事前準備、2回のオンライン会議による研究計画の確立、研究資材の開発準備を行った。年度中に行う予定であった研究調査がコロナ渦により延期せざるを得なくなり、科研費の繰越を行った。
    令和3年度には、まず５月に教材・テスト作成のためのソフトを購入、リサーチ・アシスタントを雇用し、年度末にかけて研究資材（テスト・自主学習マテリアル）の開発・作成を行った。
    また、令和3年２月に研究セミナーを実施し、科研プロジェクトの概要と進捗の共有（関西大学 新谷奈津子）、研究テーマに関する４つの研究発表を行った。発表題目は以下の通り。①Measuring L2 pragmatic ability from the performance of a monologue role play （関西大学 新谷奈津子）、②Assessing intercultural communication competence: Reflections from an L2 English classroom in Japan （関西大学 トッド・アレン）、③TVドラマコーパスで作成する定型表現口語例文集（北海学園大学 田中 洋也）、④語用論的能力測定のための尺度および教材開発（広島修道大学 大澤 真也、北海道武蔵野女子短期大学 大木 七帆）

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  • AIを活用した次世代型英語スピーキング評価法の開発

    研究課題/領域番号：18K00809  2018年4月 - 2023年3月

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    東 淳一, 新谷 奈津子, 仁科 恭徳, 小泉 利恵, 金丸 敏幸, 山下 仁司

    　 詳細を見る

    配分額：4420000円 （ 直接経費：3400000円 、 間接経費：1020000円 ）

    2020年度、2021年度（特に前半）ともに、AIロボット"Musio"の開発元であるAKA社で新たに構築されたLMSであるMusio Academy Planによるシステムも利用しつつ、英語Speaking活動の援用ツールであり同時にSpeaking評価のツールとして利用が期待されるAIロボットMusioの機能および品質、そして教育効果を検証する予定であった。ところが、新型コロナウイルス感染拡大により、大学生の実験協力者が大学への登学を許されていなかったため、大学生の実験協力者とともに実証実験を実施することはまったくできない状況にあった。このため、2021年度はAKA社のMusioの評価研究という最初の計画から離れ、スピーキング評価のあり方についての基礎研究、スピーキング活動におけるプラグマティックなコンピテンスの評価に関する基礎研究、Amazon LexやSpeak Buddyなど、Musioとは別の、英語による対話ボットの調査などを行った。Amazon Lexについては、タスクベースの英語音声対話ボットの作成に着手し、5種類のタスク会話の開発を行った。Speak Buddyについてはサービスの評価作業に着手した。なお、本プロジェクトの関連領域となるTTS合成音に関する評価研究も実施した。具体的にはAmazon Polly、Google Cloud、IBM Watson、Microsoft Azureなどクラウドベースのサービスを利用して合成音を作成し、それらTTS合成音の教育活動への導入に関する研究を実施した。なお、中世の時代から現在まで、時代ごとに登場したさまざまなメディアの変遷と外国語教育・外国語学習スタイルの変化を考察し、著書にまとめた。

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

    研究課題/領域番号：18K12481  2018年4月 - 2020年3月

    日本学術振興会  科学研究費助成事業  若手研究

    新谷 奈津子

    　 詳細を見る

    配分額：1690000円 （ 直接経費：1300000円 、 間接経費：390000円 ）

    この研究では、学習者が明示的な英語活動（仮定法過去完了の文法説明を受けた後、その文法項目が含まれる物語を聞き、文法項目の箇所に下線が引かれている同じ物語を読む）を行った場合に、活動の中で触れる他の文法項目（他の文法項目・語彙・発音）を偶発的に学習するかどうかを調査した。分析の結果、学習者は教室の中で明示的に教えられた言語項目以外の項目を偶発的に学ぶことが示された。また、もっとも明示的に行われた指導で語彙の習得がもっとも高いことが示された。これは、明示な学習が物語を理解する手助けとなり、他の言語項目にも注意を向ける余裕ができたからではないかと考えられる。

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