Encountering trouble producing a word in the midst of turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as central tool analysis, current study explores how students undertake range searches while they organize pair work session designed purpose learning. The demonstrates learners simultaneously employ structurally different kinds semiotic resources, such language, body, and structures their textbooks notebooks close explication...

In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, propose developing criticality as an essential component of CBI, advocating for approach call (CCBI). While the importance CBI has long been recognized, previous discussions predominantly focused on its effectiveness language learning (and content lesser degree), overlooked fundamental linkage relevance broader educational missions. order fully maximize...

Abstract Using the framework of conversation analysis, this study investigated interactional workings laughter in task‐based interactions. The analysis was drawn from 160 cases pair work interactions, collected 2nd‐semester Japanese‐as‐a‐foreign‐language classrooms. activities examined are mostly grammar‐focused, with prescribed sequences turns presented on activity prompts. While learners closely following these sequences, their reveals complex interplays interpretations designs,...

Abstract This article updates the trends and developments of Japanese as a second language (JSL) research since Mori (2011) by reviewing nearly 200 selected empirical studies published in English or between 2010 early 2019. The first section this review examines cognitive aspects (L2) development, focusing on vocabulary kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic issues surrounding reading writing. part investigates sociocultural L2 development use,...

Abstract In order to conceptualize materials used in pair‐work activities from a sociomaterialist perspective, this study examined the moment‐by‐moment unfolding of 67 interactions beginner‐level Japanese‐as‐a‐foreign‐language classrooms. The types focal classrooms—either textbook or teacher‐designed activities—were highly controlled with specific sequences turns that learners were expected follow. My analysis revealed each phase pair work—opening, main, and closing—entailed 2 concurrent...

This article reports the results of online survey on Japanese-language educators’ beliefs and experiences concerning their profession that we conducted in fall 2018. A total 355 teachers North America responded to survey. The responses were analyzed quantitatively qualitatively. Quantitative data suggest respondents almost unanimously agreed importance global translingual/transcultural competence as a crucial goal for JFL education. However, items legitimacy language varieties (e.g.,...

The present study examined differential social experiences of international students living in a residential hall called ‘Nihongo House’ (Japanese language house) at Japanese university. By conducting network analysis (SNA), as well making use ethnographic data collected through participant observation and semi-structured interviews, we explain how constellations interpersonal relations the house transformed over course one semester what factors were responsible for those changes....

Diversity and inclusion have become a major concern in academic professional institutions recent years. As educators, we are responsible for creating environments where diverse population of students can communicate beyond differences learn from each other. While this educational mission is widely recognized, not sufficiently examined the extent to which culture diversity has been fostered actually practiced within our community. The current special section aims facilitate dialogs on topic...

本研究の目的は, 児童自らに変数の同定と仮説設定を行わせる指導が, 燃焼の仕組みに関する科学的知識の理解と, 燃焼現象を科学的に説明する能力の育成に与える効果について明らかにすることである。この目的を達成するために, 第6学年「ものの燃え方と空気」において, “The Four Question Strategy”に基づく「仮説設定シート」（4QS）を用いた実験群37人と, 用いなかった統制群37人を対象とした授業実践及び学習前後の質問紙調査の分析を行った。その結果, 実験群の方が, 燃焼の仕組みに関する科学的知識を高い水準で理解し維持できることが明らかとなった。また, 燃焼現象を科学的に説明する能力の育成にも有効であることが示唆された。