1,720,964 research outputs found
On collocative meaning: semantics and EFL
Full text linkNot peer reviewedcollocative meaning, EFL, semantics, ESL, EA
Settlement into Hokkaido and its effect on the environment and the Ainu people
Full text linkIndigenous Peoples, Ainu, Japan, environment, Hokkaido, Settlemen
Oral communication in the Japanese senior high school: communicative competence and comparisons of textbooks used for EFL instruction
Full text linkNumerous researchers have explored verbal communication within English as a Foreign Language (EFL). Nonetheless, research regarding oral communication in high schools in Japan, together with what can be found in EFL textbooks, needs to be deepened. This study aims to investigate communicative language teaching and communicative competence. It will highlight problems in areas pertaining to Japanese students’ learning methods and their application of oral communication, focusing on communicative competence and textbooks used in Japanese high schools.Peer reviewedfinal article publishedCommunicative language teaching, Communicative Competence, oral communication, textbook analysi
Dam building and the over-concretization of Japan
Full text linkdams, concretization, Japan, hydroelectric power, environmen
Corrective feedback clarifications in second language acquisition
Full text linkcorrective feedback, EFL, EAP, second language acquisitio
Cultivating student understanding of context through drama and scriptwriting
Full text linkThis paper presents an English as a foreign language (EFL) drama in language acquisition scriptwriting project that took place at a four-year private university located in Japan. The focus of this project was twofold: firstly, to see if students’ cognition of situational context improved after completing scriptwriting exercises, and secondly to see if role-playing the scripts increased awareness in the identification of setting, roles of speakers, and purpose while increasing language aptitude. Furthermore, this study addresses the insufficient communicative competence abilities of Japanese students who have had years of structured English study. Their lack of communicative abilities may be attributed to the method of English instruction used in Japan such as focusing on grammar and vocabulary in isolated example sentences. This lack of context in second language (L2) instruction may leave students with limited communicative competence (Brown, Collins & Duguid 1989; South, Gabbitas & Merrill 2008). If students improve their understanding of the context of language use, they may become better equipped to use the language they know. One approach that may help students improve this understanding of context is scriptwriting and drama (Belliveau & Kim 2013; Davies 1990). The results of this study indicate that participating in scriptwriting activities may improve students’ ability to identify the context of conversations.Peer reviewedcontext, drama, scriptwriting, EF
Material foreign loanwords and the emergence of English in Japanese
Full text linklanguage borrowing, EFL, lexicon, loanword
Reflections on translanguaging practices in English education in Japan
Full text linkThis study is a reflection on critical incidents (Tripp, 1993) addressing the use and promotion of a learner’s first language (L1) and cultural knowledge as linguistic and cognitive resources for learning English as a Foreign Language (EFL) in Japan. Translanguaging, which was first introduced by Cen Williams (1994) to refer to the practice of interchanging languages in the classroom for productive use, was investigated to provide a deeper understanding of what seems to be relatively common practice across Japan. This paper outlines to fit with the broader study area of a larger collaborative inquiry involving university-based researchers providing English for Academic Purposes (EAP) in Japan. This paper outlines the background of English education in Japan and considers its current state to study possible additions and changes in the broader curricula.Peer reviewedtranslanguaging, bilingual, first language, Japan, EF
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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