The English Vernacular of the Creoles of Louisiana

Language Variation and Change

Volumn 15, Issue 3, 2003, Pages 255-288

  Dubois, Sylvie ^a   Horvath, Barbara M ^b  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248715102     PISSN: 09543945     EISSN: 14698021     Source Type: Journal    
DOI: 10.1017/S095439450315301X     Document Type: Article

References (210)

1. Adachi T. (2003). Accurate learning of word usage: Differentiating semantically similar words. Foreign Language Annals 36, 267–278.
2. Adachi T. (2005). Memory of socially-obtained information versus non-socially obtained information. Foreign Language Annals 38, 514–522.
3. Allen J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Languge Annals 41. 2, 237–251.
4. Ando Y. (2005). Japanese language instruction and the question of ‘correctness’. International Journal of the Sociology of Language 175-176, 271–284.
5. Antonek J. L., Donato R. & Tucker G. R. (2000). Differential linguistic development of Japanese language learners in elementary school. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes 57, 325–351.
6. Asada H. (2006). Longitudinal effects of informal language in formal L2 instruction. JALT Journal 28, 39–56.
7. Bushnell C. (2008). ‘Lego my keego!’: An analysis of language play in a beginning Japanese as a foreign language classroom. Applied Linguistics 30, 49–69.
8. Chikamatsu N. (2003). The effects of computer use on L2 Japanese writing. Foreign Language Annals 36, 114–127.
9. Chikamatsu N. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Cook V. & Bassetti B. (eds.), Second Language Writing Systems. Clevedon, UK: Multilingual Matters, 71–96.
10. Chikamatsu N. (2006). Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal 90, 67–85.
11. Chikamatsu N. (2009). Content-based instruction in the USA: Japanese-American history in Chicago. Japanese Language Education around the Globe 19, 141–156.
12. Chinen K. & Tucker G. R. (2006). Heritage language development: Understanding the roles of ethnic identity, schooling and community. In Kondo-Brown K. (ed.) (2006 b), 89–126.
13. Cook H. M. (2001). Why can't learners of JFL distinguish polite form from impolite speech styles? In Rose K. R. & Kasper G. (eds.) (2001), 80–102.
14. Cook H. M. (2006). Joint construction of folk beliefs by JFL learners and Japanese host families. In DuFon M. A. & Churchill E. (eds.), Language learners in study abroad contexts. Clevedon, UK: Multilingual Matters, 120–150.
15. Cook H. M. (2008). Socializing identities through speech style: Learners of Japanese as a foreign language. Clevedon, UK: Multilingual Matters.
16. Day R. R., & Bamford J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
17. Dewey D. P. (2004 a). Connections between teacher and student attitudes regarding script choice in first-year Japanese language classrooms. Foreign Language Annals 37, 567–583.
18. Dewey D. P. (2004 b). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition 26, 303–327.
19. Dewey D. P. (2007). Language learning during study abroad: What we know and what we have yet to learn. Japanese Language and Literature 41, 245–269.
20. Di Biase B. & Kawaguchi S. (2002). Exploring the typological plausibility of processability theory: Language development in Italian second language and Japanese second language. Second Language Research 18, 274–302.
21. DiNitto R. (2000). Can collaboration be unsuccessful? A sociocultural analysis of classroom setting and Japanese L2 performance in group tasks. Journal of the Association of Teachers of Japanese 34, 179–210.
22. Donato R., Tucker G. R., Wudthayagorn J. & Igarashi K. (2000). Converging evidence attitudes, achievements, and instruction in the later years of FLES. Foreign Language Annals 33, 377–393.
23. Douglas M. O. & Kataoka H. C. (2008). Scaffolding in content-based instruction of Japanese. Japanese Language and Literature 42, 337–359.
24. Falsgraf C. (2001). Pedagogic implications of standards-based education. In Nara H. (ed.), Advances in Japanese language pedagogy. Columbus, OH: National East Asian Languages Resource Center, 314–335.
25. Firth A. & Wagner J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal 91, 800–819.
26. Foster P. & Ohta A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26, 402–430.
27. Fujii N. (2005). Learning from learner discourse: Rethinking grammar instruction. Japanese Language and Literature 39, 291–237.
28. Fukai M., Nazikian F. & Sato S. (2008). Incorporating sociocultural approaches into assessment: Web-based peer learning and portfolio projects. Japanese Language and Literature 42, 389–411.
29. Fukuda C. (2006). Resistance against being formulated as cultural other: The case of a Chinese student in Japan. Pragmatics 16, 429–456.
30. Fukunaga N. (2006). ‘Those anime students’: Foreign language literacy development through Japanese popular culture. Journal of Adolescent and Adult Literacy 50. 3, 206–222.
31. Gamage G. H. (2003). Perceptions of kanji learning strategies: Do they differ among Chinese character and alphabetic background learners? Australian Review of Applied Linguistics 26, 17–30.
32. Geyer N. F. (2007 a). Self qualification in L2 Japanese: An interface of pragmatic, grammatical, and discourse competence. Language Learning 57, 337–367.
33. Geyer N. F. (2007 b). The grammar–pragmatics interface in L2 Japanese: The case of contrastive expressions. Japanese Language and Literature 41, 93–117.
34. Grainger P. (2005). Second language learning strategies and Japanese: Does orthography make a difference? System 33, 327–339.
35. Hagiwara A. (2009). Comprehending utterances in Japanese as a foreign language: Formulaicity and literality. In Taguchi N. (ed.), 227–248.
36. Haneda M. (2004). The joint construction of meaning in writing conferences. Applied Linguistics 25, 178–219.
37. Haneda M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity & Education 4, 269–290.
38. Hansen L. & Chen Y. (2001). What counts in the acquisition and attrition of numeral classifiers? JALT Journal 23, 90–110.
39. Hansen L., Umeda Y. & McKinney M. (2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. Language Learning 52, 653–678.
40. Hasegawa Y. & Kambara W. (2008). Literacy in the foreign language curriculum: A supplementary grammar course for intermediate Japanese instruction. Japanese Language and Literature 42, 95–112.
41. Hashimoto Y. (2006). The verb morphology acquisition processes of one infant in a second language: The development of language structure based on schema generation. Acquisition of Japanese as a Second Language 9, 23–41.
42. Hashimoto Y. (2007). The development of language structure based on schema generation of three infants in their second language: Comparing with the verbal potential form acquisition of one infant in a first language. Acquisition of Japanese as a Second Language 10, 28–48.
43. Hashimoto Y. (2009). The development of sentence structure of one infant in second language of Japanese: Focusing on schema generation based on the particles ‘no’ and ‘ga.’ Acquisition of Japanese as a Second Language 12, 46–65.
44. Hasuike I. (2007). L1 influence on the use of Japanese spatial expressions: The case of Korean, Chinese, and English-speaking learners. Acquisition of Japanese as a Second Language 12, 68–86.
45. Hatasa Y. A. (2002). The effects of differential timing in the introduction of Japanese. The Modern Language Journal 86, 346–67.
46. Heinrich P. (2005). Language ideology in JFL textbooks. International Journal of Sociology of Language 175-176, 213–232.
47. Hirakawa M. (2001). L2 acquisition of Japanese unaccusative verbs. Studies in Second Language Acquisition 23, 221–245.
48. Hirose W. (2004). The effect of peer response on composition revisions: Malaysians learning Japanese – Intermediate level. Acquisition of Japanese as a Second Language 7, 60–80.
49. Hitosugi C. I. & Day R. R. (2004). Extensive reading in Japanese. Reading in a Foreign Language 16, 20–30.
50. Horiba Y. (2000). Reader control in reading: Effects of language competence, text type, and task. Discourse Processes 29, 223–267.
51. Igarashi K., Wudthayagorn J., Donato R. & Tucker G. R. (2002). What does a novice look like? Describing the grammar and discourse of young learners of Japanese. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes 58, 526–554.
52. Iino M. (2006). Norms of interaction in a Japanese homestay setting: Toward a two way flow of linguistic and cultural resources. In DuFon M. A. & Churchill E. (eds.), Language learners in study abroad contexts. Clevedon, UK: Multilingual Matters, 151–173.
53. Ikeda K. (2009). Advanced learners' honorific styles in ema and telephone calls. In Taguchi N. (ed.), 69–100.
54. Inagaki S. (2001). Motion verbs with goal PPs in the L2 acquisition of English and Japanese. Studies in Second Language Acquisition 23, 153–170.
55. Ishida H. (2006). Learners' perception and interpretation of contextualization cues in spontaneous Japanese conversation: Back-channel cue Uun. Journal of Pragmatics 38, 1943–1981.
56. Ishida K. (2006). How can you be so certain? The use of hearsay evidentials by English-speaking learners of Japanese. Journal of Pragmatics 38, 1281–1304.
57. Ishida K. (2009). Indexing stance in interaction with the Japanese desu/masu and plain forms. In Taguchi N. (ed.), 41–67.
58. Ishida M. (2004). Effects of recasts on the acquisition of the aspectual form -te i–(ru) by learners of Japanese as a foreign language. Language Learning 54, 311–394.
59. Ishida M. (2006). Interactional competence and the use of modal expressions in decision- making activities: CA for understanding microgenesis of pragmatic competence. In Bardovi-Harlig K., Felix-Brasdefer C. & Omar A. S. (eds.), Pragmatics and language learning (vol. 11). Honolulu, HI: University of Hawaii at Manoa, National Foreign Language Resource Center, 55–79.
60. Ishida M. (2009). Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad. In Nguyen H. & Kasper G. (eds.), Talk-in-interaction: Multilingual perspectives. Honolulu, HI: University of Hawaii at Manoa, National Foreign Language Resource Center, 351–385.
61. Ishihara N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness 16. 1, 21–40.
62. Ishihara N. & Tarone E. (2009). Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms. In Taguchi N. (ed.), Pragmatic competence. Berlin: Mouton de Gruyter, 101–128.
63. Itakura H. (2004). Changing cultural stereotypes through e-mail assisted foreign language learning. System 32, 37–51.
64. Iwasaki N. & Kumagai Y. (2008). Promoting critical reading in an advanced-level Japanese course: Theory and practice through reflection and dialogues. Japanese Language and Literature 42, 123–156.
65. Iwasaki N. (2007). Assessing progress towards advanced level Japanese after a year abroad: Focus on individual learners. Japanese Language and Literature 41, 271–296.
66. Iwasaki N. (2009). Stating and supporting opinions in an interview: L1 and L2 Japanese speakers. Foreign Language Annals 42, 541–556.
67. Iwasaki N. (2010). Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese. Applied Linguistics 31, 45–71.
68. Iwashita N. (2001). The effect of learner proficiency on interactional moves and modified output in nonnative–nonnative interaction in Japanese as a foreign language. System 29, 267–287.
69. Iwashita N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition 25, 1–36.
70. Iwashita N. (2006). Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language. Language Assessment Quarterly 3, 151–169.
71. Iwashita N. & Sekiguchi S. (2009). Effects of learner background on the development of writing skills in Japanese as a second language. Australian Review of Applied Linguistics 32, 1–20.
72. Japan Foundation (2007). Survey report on Japanese-language education abroad 2006: Present condition of overseas Japanese-language education (Summary). www.jpf.go.jp/e/japanese/survey/result/img/2006_01.pdf.
73. Kakegawa T. (2009). Development of the use of Japanese sentence-final particles through email correspondence. In Taguchi N. (ed.), 301–334.
74. Kamura N. (2001). Developmental sequences of negation in Japanese by adult Chinese-speaking learners. Acquisition of Japanese as a Second Language 4, 63–81.
75. Kamura N. (2003). The acquisition of expressions of negation in Japanese by adult Chinese-speaking learners: Based on oral interviews. Acquisition of Japanese as a Second Language 6, 52–69.
76. Kanno Y. (2001). One-line processing of Japanese by English L2 leaders. Acquisition of Japanese as a Second Language 4, 23–28.
77. Kanno Y. (2007). Factors affecting the processing of Japanese relative clauses by L2 learners. Studies in Second Language Acquisition 29, 197–218.
78. Kanno Y. (2008). Language and education in Japan: Unequal access to bilingualism. Basingstoke, UK: Palgrave Macmillan.
79. Kataoka H., Koshiyama Y. & Shibata S. (2005). Japanese and English language ability of students and supplementary Japanese schools in the U.S. CRIE Review of International Education 2, 1–18.
80. Kato T. (2005). Acquisition of Japanese vocabulary by Chinese native speakers: Based on the prototype and transferability theory. Acquisition of Japanese as a Second Language 8, 5–23.
81. Kawaguchi S. (2000). Acquisition of Japanese verbal morphology: Applying processability theory to Japanese. Studia Linguistica 54, 238–248.
82. Kawamura H. (2007). Participant observation for language learners: A performance-based approach to language learning during study abroad. Japanese Language and Literature 41, 333–349.
83. Keenan E. & Comrie B. (1977), Noun phrase accessibility and Universal Grammar. Linguistic Inquiry 8 (1), 63–99.
84. Kinginger C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke, UK: Palgrave Macmillan.
85. Kitajima R. (2001). The effect of instructional conditions on students’ vocabulary retention. Foreign Language Annals 34, 470–482.
86. Kitano K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal 85, 549–566.
87. Koda K. (2008). Impacts of prior literacy experience on second-language learning to read. In Koda K. & Zehler A. M. (eds.), Learning to read across languages. New York: Routledge, 68–96.
88. Komori S. (2003). A study of L2 lexical collocations of English-speaking learners of Japanese. Acquisition of Japanese as a Second Language 6, 33–51.
89. Kondo-Brown K. (2001 a). Bilingual heritage students’ language contact and motivation. In Dornyei Z. & Schmidt R. (eds.), Motivation and second language acquisition. Honolulu, HI: U Hawaii Press, 433–459.
90. Kondo-Brown K. (2001 b). Heritage language students of Japanese in traditional foreign language classes: A preliminary empirical study. Japanese Language and Literature 35, 157–179.
91. Kondo-Brown K. (2002). A FACETS analysis of rater bias in measuring Japanese second language writing performance. Language Testing 19, 3–31.
92. Kondo-Brown K. (2005). Differences in language skill: Heritage language learner subgroups and foreign language learners. The Modern Language Journal 89, 563–581.
93. Kondo-Brown K. (2006 a). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts? Language Learning 56, 109–153.
94. Kondo-Brown K. (ed.) (2006 b). Heritage language development: Focus on East Asian immigrants. Philadelphia, PA: John Benjamins.
95. Krashen D. S. (2004). The power of reading: Insights from the research (2nd edn). Portsmouth, NH: Heinemann.
96. Kubota M. (2001). Error correction strategies used by learners of Japanese when revising a writing task. System 29, 467–480.
97. Kubota M. (2005). Spelling correction strategies employed by learners of Japanese. Australian Review of Applied Linguistics 28, 67–80.
98. Kubota M. & Toyoda E. (2001). Learning strategies employed for learning words written in kanji versus kana. Australian Review of Applied Linguistics 24, 1–16.
99. Kubota R. (2003). Critical teaching of Japanese culture. Japanese Language and Literature 37, 67–87.
100. Kubota R. (2008). Critical approaches to teaching Japanese language and culture. In Mori J. & Ohta A. S. (eds.), Japanese applied linguistics: Discourse and social perspectives. London: Continuum, 327–352.
101. Kubota R., Austin T. & Saito-Abbott Y. (2003). Diversity and inclusion of sociopolitical issues in foreign language classrooms: An exploratory survey. Foreign Language Annals 36, 12–24.
102. Kumagai Y. (2007). Tension in a Japanese language classroom: An opportunity for critical literacy? Critical Inquiry in Language Studies 4, 85–116.
103. Kumagai Y. & Sato S. (2009). ‘Ignorance’ as a rhetorical strategy: How Japanese language learners living in Japan maneuver their subject positions to shift power dynamics. Critical Studies in Education 50, 309–321.
104. Kurasawa I. & Nagatomi A. (2006). Study-abroad and internship programs: Reflection and articulation for lifelong learning. Global Business Languages 11, 23–30.
105. Kurata N. (2004). Communication networks of Japanese language learners in their home country. Journal of Asian Pacific Communication 14, 153–179.
106. Kurata N. (2007). Language choice and second language learning opportunities in learners' social networks: A case study of an Australian learner of Japanese. Australian Review of Applied Linguistics 30, 1–18.
107. Lee J. (2005). Through the learners' eyes: Reconceptualizing the heritage and non-heritage learner of the less commonly taught languages. Foreign Language Annals 38, 554–567.
108. Leung C. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language 14, 66–81.
109. Lyster R. & Mori H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28, 269–300.
110. Machida S. (2001 a). Japanese text comprehension by Chinese and non-Chinese background learners. System 29, 103–118.
111. Machida S. (2001 b). Anxiety and oral performance in a foreign language test situation. Australian Review of Applied Linguistics 24, 31–50.
112. Machida S. (2001 c). Test anxiety in Japanese-language class oral examinations. Japanese- Language Education around the Globe 11, 115–118.
113. McMahill C. (2005). Multilingual literacies in Japan: Children's project work in a community language school. Journal of Asian Pacific Communication 15, 79–96.
114. McMeekin A. (2006). Negotiation in a Japanese study abroad setting. In DuFon M. A. & Churchill E. (eds.), Language learners in study abroad contexts. Clevedon, UK: Multilingual Matters, 177–202.
115. Manalo E., Mizutani S. & Trafford J. (2004). Using mnemonics to facilitate learning of Japanese script characters. JALT Journal 26, 55–77.
116. Masuda K. (2009). Learners' use of interactional particles in student–teacher conversations. Japanese Language and Literature 43, 335–362.
117. Matsumoto J. & Horiba Y. (2007). Breadth and depth of vocabulary knowledge in Japanese: A comparative study of Chinese-speaking L2 learners and native speakers of Japanese. Acquisition of Japanese as a Second Language 10, 10–27.
118. Matsumoto Y. & Okamoto S. (2003). The construction of the Japanese language and culture in teaching Japanese as a foreign language. Japanese Language and Literature 37, 27–48.
119. Minami M. (2003). Holding on to a native tongue: Retaining bilingualism for school-age children of Japanese heritage. International Journal of Educational Policy, Research, & Practice 4, 39–61.
120. Mishina-Mori S. (2002). Language differentiation of the two languages in early bilingual development: A case study of Japanese/English bilingual children. International Review of Applied Linguistics in Language Teaching 40, 211–234.
121. Mori J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics 23, 323–347.
122. Mori J. (2004 a). Pursuit of understanding: Conversation analytic account of a small-group activity in a Japanese language classroom. In Gardner R. & Wagner J. (eds.), Second language conversations. London: Continuum, 157–177.
123. Mori J. (2004 b). Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom. The Modern Language Journal 88, 536–550.
124. Mori J. (2005). Why not why? The teaching of grammar, discourse, and sociolinguistic and cross-cultural perspectives. Japanese Language and Literature 39, 255–289.
125. Mori J. (2010). Learning language in real time: A case study of the Japanese demonstrative pronoun are in word search sequences. In Kasper G., Nguyen H.T., Yoshimi D. R. & Yoshioka J. K. (eds.), Pragmatics and language learning (vol. 12). Honolulu, HI: University of Hawaii at Manoa, National Foreign Language Resource Center, 13–40.
126. Mori J. & Hasegawa A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. International Review of Applied Linguistics in Language Teaching 47, 65–94.
127. Mori J. & Hayashi M. (2006). The achievement of intersubjectivity through embodied completion: A study of interactions between first and second language speakers. Applied Linguistics 27, 195–219.
128. Mori Y. (2002). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics 23, 375–397.
129. Mori Y. (2003 a). The roles of context and word morphology in learning new kanji words. The Modern Language Journal 87, 404–420.
130. Mori Y. (2003 b). Vocabulary acquisition in Japanese. In Hatasa Y. (ed.), Daini gengo kenkyuu eno shootai [Introduction to second language acquisition research]. Tokyo: Kuroshio-shuppan, (47–66 in Japanese, 171–186 in English).
131. Mori Y., Sato K. & Shimizu H. (2007). Japanese language students’ perceptions on kanji learning and their relationship to novel kanji word learning ability. Language Learning 57, 57–85.
132. Mori Y. & Shimizu H. (2007). Japanese language students’ attitudes toward kanji and their perceptions on kanji learning strategies. Foreign Language Annals 40, 472–490.
133. Morioka A., Takakura A. H. & Ushida E. (2008). Developing web-based multi-level materials for Japanese content based instruction. Japanese Language and Literature 42, 361–387.
134. Morita E. (2003). Children's use of address and reference terms: Language socialization in a Japanese-English bilingual environment. Multilingua 22, 367–395.
135. Mukouyama Y. (2004). The effect of explicit formal instruction in a meaning-focused lesson on the acquisition of Japanese noun modifying clauses. Acquisition of Japanese as a second language 7, 100–120.
136. Nakai Y. K. (2002). Topic shifting devices used by supporting participants in native/native and native/non-native Japanese conversations. Japanese Language and Literature 36, 1–25.
137. Nakayama T. (2002). Learning to write in Japanese: Writing contexts, student performance, and instructional approach. Babel 37, 27–36.
138. Nara H. (2003). The foreign language learner. In Nara H. & Noda M. (eds.), Act of reading: Exploring connections in pedagogy of Japanese. Honolulu, HI: University of Hawaii Press, 63–86.
139. Navas A. L. G. P. (2004). Implications of alphabetic instruction in the conscious and unconscious manipulations of phonological representations in Portuguese-Japanese bilinguals. Written Language and Literacy 7, 119–131.
140. Noda M. (2007). Performed culture: Cataloging culture gains during study abroad. Japanese Language and Literature 41, 297–314.
141. Ohara Y., Saft S. & Crookes G. (2001). Toward a feminist critical pedagogy in a beginning Japanese-as-a-foreign-language class. Japanese Language and Literature 35, 105–133.
142. Ohta A. S. (2000). Rethinking recasts: A learner-centered examination of corrective feedback in the Japanese language classroom. In Hall J. K. & Verlpaetse L. S. (eds.), Second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum, 47–71.
143. Ohta A. S. (2001 a). A longitudinal study of the development of expression of alignment in Japanese as a foreign language. In Rose K. R. & Kasper G. (eds.), 103–120.
144. Ohta A. S. (2001 b). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.
145. Ohta A. S. (2001 c). Japanese second language acquisition in the classroom: What the voices of teachers and students tell us about the process of learning Japanese. In Nara H. (ed.), Advances in Japanese language pedagogy. Columbus, OH: National East Asian Languages Resource Center, 93–136.
146. Ohta A. S. (2005). Confirmation checks: A discourse analytic reanalysis. Japanese Language and Literature 39, 383–412.
147. Ohta A. S. (2008). Laughter and second language acquisition: A study of Japanese foreign language classes. In Mori J. & Ohta A. S. (eds.), Japanese applied linguistics: Discourse and social perspective. London: Continuum, 213–242.
148. Okada M. & Yanagimachi T. (2008). How do coparticipants organize instructions? Analyses based on multimodality and joint attention. The Japanese Journal of Language in Society 11, 139–150.
149. Oxford R. L. (1990). Language learning strategies: What every teacher should know. Rowley, MA: Newbury House.
150. Ozeki H. (2003). Variation and prototype schemas in interlanguage: A longitudinal study of the acquisition process of temporal phrase -toki by a JSL teacher. Acquisition of Japanese as a Second Language 6, 70–89.
151. Ozeki H. (2005). Does the acquisition of noun-modifying constructions in L2 Japanese follow the noun phrase accessibility hierarchy? Acquisition of Japanese as a Second Language 8, 64–82.
152. Ozeki H. (2008). How do L2 learners make form–function mapping?: A case study on the development process of conditional expressions in Japanese. Acquisition of Japanese as a Second Language 11, 122–140.
153. Ozeki H. & Shirai Y. (2007). Does the noun phrase accessibility hierarchy predict the difficulty order in the acquisition of Japanese relative clauses? Studies in Second Language Acquisition 29, 169–196.
154. Parry M. (2000). How communicative are introductory undergraduate level Japanese language textbooks? Japanese Studies 20, 89–101.
155. Pienemann M. (1998). Language processing and second language development: Processability theory. Amsterdam, The Netherlands: John Benjamin.
156. Rose K. R. & Kasper G. (eds.) (2001). Pragmatics in Language Teaching. Cambridge: Cambridge University Press.
157. Sakamoto M. (2001). Exploring societal support for L2 learning and L1 maintenance: A socio-cultural perspective. Australian Review of Applied Linguistics 24, 43–60.
158. Sakamoto M. (2006). Balancing L1 maintenance and L2 learning: Experiential narratives of Japanese immigrant families in Canada. In Kondo-Brown K. (ed.), Heritage language development: Focus on East Asian immigrants. Amsterdam: John Benjamins, 33–56.
159. Samimy K. K. (2003). Individual differences: Focus on learners' affective factors and Japanese language learning and teaching. In Hatasa Y. (ed.), An Invitation to second language acquisition research in Japanese: In honor of Seiichi Makino. Tokyo: Kuroshio, 219–242.
160. Sato S. & Doerr N. M. (eds.) (2008). Bunka, Kotoba, Kyoiku: Nihongo/Nihon no Hyoojun o Koete [Culture, language, education: Beyond the standard in Japan]. Tokyo: Akashi Shoten.
161. Sawabe Y. & Yasui A. (2008). A study of Japanese language acquisition regarding Chinese verbs in Korean learners: Comparing learners in Korea and Japan. Acquisition of Japanese as a Second Language 11, 141–159.
162. Sawasaki K. (2009). Processing of relative clauses by learners of Japanese: A study on reading times of English/Korean/Chinese L1 Speakers. Acquisition of Japanese as a Second Language 12, 86–106.
163. Sawetaiyaram T. (2009). The acquisition of passive voice in discourse functions: The case of Thai-speaking learners. Acquisition of Japanese as a Second Language 12, 107–126.
164. Schmidt R. & Watanabe Y. (2001). Motivation, strategy use, and pedagogical preferences in foreign language learning. In Dornyei Z. & Schmidt R. (eds.), Motivation and second language acquisition. Honolulu, HI: University of Hawaii Press, 313–359.
165. Shibata S. (2000). Opening a Japanese Saturday school in a small town in the United States: Community collaboration to teach Japanese as a heritage language. Bilingual Research Journal 24, 465–74.
166. Shibata S. (2004). The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English. Foreign Language Annals 37, 224–231.
167. Shibata S. & Koshiyama Y. (2001). Social influences in the acquisition and maintenance of spoken Japanese as a heritage language. Japan Journal of Multilingualism and Multiculturalism 7, 18–37.
168. Shimizu H. & Green K. E. (2002). Japanese language educators' strategies for and attitudes toward teaching kanji. The Modern Language Journal 86, 227–241.
169. Shimizu T. (2009). Influence of learning context on L2 pragmatic realization: A comparison between JSL and JFL learners' compliment responses. In Taguchi N. (ed.), Pragmatic competence. Berlin: Mouton de Gruyter, 167–198.
170. Siegal M. & Okamoto S. (2003). Toward reconceptualizing the teaching and learning of gendered speech styles in Japanese as a foreign language. Japanese Language and Literature 37, 49–66.
171. Siegel S. (2004). A case study of one Japanese heritage language program in Arizona. Bilingual Research Journal 28, 123–134.
172. Sorace A. & Shomura Y. (2001). Lexical constraints on the acquisition of split intransitivity. Studies in Second Language Acquisition 23, 247–278.
173. Spence-Brown R. (2001). The symbiosis of Japanese studies and Japanese language teaching: A language teaching perspective. Japanese Studies 21, 77–83.
174. Suzuki A. (2009). When ‘gaijin’ matters: Theory-building in Japanese multiparty conversation. In Nguyen H. & Kasper G. (eds.), Talk-in-interaction: Multilingual perspectives. Honolulu, HI: University of Hawaii at Manoa, National Foreign Language Resource Center, 89–109.
175. Taguchi K. (2001). A case study: Brazilian children and their acquisition of Japanese passive and causative expressions: A comparison with Japanese children. Acquisition of Japanese as a Second Languages 4, 116–133.
176. Taguchi N. (2008). Pragmatic comprehension in Japanese as a foreign language. The Modern Language Journal 92, 558–576.
177. Taguchi N. (ed.) (2009). Pragmatic competence. Berlin: Mouton de Gruyter.
178. Tai E. (2003). Rethinking culture, national culture and Japanese culture. Japanese Language and Literature 37, 1–26.
179. Takahashi K. (2009). Effects of support to encourage reflective thinking in the process of L2 writing: A single case experiment conducted on an advanced learner of the Japanese language. Acquisition of Japanese as Second Language 12, 28–45.
180. Takami T. (2005). Integrating language and content: A case study of intermediate Japanese for professions. In Jourdenais R. & Springer S. (eds.), Content, tasks and projects in the language classroom: 2004 conference proceedings. Monterey, CA: Monterey Institute of International studies, 69–77.
181. Tateyama Y. (2001). Explicit and implicit teaching of pragmatic routines. In Rose K. R. & Kasper G. (eds.), 200–222.
182. Tateyama Y. (2009). Requesting in Japanese: The effect of instruction on JFL learners' pragmatic competence. In Taguchi N. (ed.), 129–166.
183. Tateyama Y. & Kasper G. (2008). Talking with a classroom guest: Opportunities for learning Japanese pragmatics. In Soler E. Alcón & Martínez-Flor A. (eds.), Investigating pragmatics in foreign language learning, teaching and testing. Bristol, UK: Multilingual Matters, 45–71.
184. Thompson C. S. (2007). Study abroad for advanced skills in Japanese: Improving students’ communicative competence using self-instructional strategies. Japanese Language and Literature 41, 315–332.
185. Thomson C. K., Masumi-So H. & Osho F. (2001). Meeting the challenges in language for specific purposes: The incorporation of sociolinguistics and learner autonomy into course design. Japanese Studies 21, 85–98.
186. Thomson C. K. & Otsuji E. (2003). Evaluation of business Japanese textbooks: Issues of gender. Japanese Studies 23, 185–203.
187. Thorne S. L. (2009). ‘Community’, semiotic flows, and mediated contribution to activity. Language Teaching 42, 81–94.
188. Toyoda E. (2000). English-speaking learners' use of component information in processing unfamiliar kanji. Australian Review of Applied Linguistics 23, 1–14.
189. Tse L. (2000). The effects of ethnic identity formation on bilingual maintenance and development: An analysis of Asian American narratives. International Journal of Bilingual Education and Bilingualism 3, 185–200.
190. Tse L. (2001). Heritage language literacy: A study of US biliterates. Language, Culture and Curriculum 14, 256–268.
191. Tsutsui M. (2001). Japanese for specific purposes: Teaching Japanese to engineers and scientists. In Nara H. (ed.), Advances in Japanese language pedagogy. Columbus, OH: National East Asian Languages Resource Center, 281–313.
192. Warnick J. P. (2007). Oshiego ni wa tabi o saseyo: An independent model for study abroad. Japanese Language and Literature 41, 351–360.
193. Watanabe S. (2003). Cohesion and coherence strategies in paragraph-length and extended discourse in Japanese oral proficiency interviews. Foreign Language Annals 36, 555–565.
194. Wei M. M. (2002). Recasts, noticing and error types: Japanese learners' perception of corrective feedback. Acquisition of Japanese as a Second Language 5, 24–41.
195. Wei M. M. (2003). Content-based course to teach American lawyers about Japanese business and current affairs. The Journal of Language for International Business 14, 86–95.
196. Wei M. M. (2006). Reading for meaning and incidental vocabulary acquisition: The case of Japanese. Acquisition of Japanese as a Second Language 9, 5–22.
197. Wharton G. (2005). Language learning interest at a new management university in multilingual Singapore. Foreign Language Annals 38, 544–553.
198. Woodall B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing 11, 7–28.
199. Yabuki-Soh N. (2007). Teaching relative clauses in Japanese: Exploring alternative types of instruction and the projection effect. Studies in Second Language Acquisition 29, 219–252.
200. Yamada Y. & Moeller A. (2001). Weaving curricular standards into the language classroom: An action research study. Foreign Language Annals 34, 26–34.
201. Yamashita H. (2008). Effects of sentence processing strategy proximity on the comprehension of second languages. Second Language 7, 43–82.
202. Yamashita H. & Maru Y. (2000). Composition features of kanji for effective instruction. Japanese Language and Literature 34, 159–178.
203. Yanagimachi T. (2009). Second-language speakers’ participation in interaction and achievement of learning. The Japanese Journal of Language in Society 12, 57–66.
204. Yang J. S. R. (2003). Motivational orientations and selected learner variables of East Asian language learners in the United States. Foreign Language Annals 36, 44–56.
205. Yoshida R. (2007). Perceptions of a learner's self-expressive speech by an instructor and the learner. Foreign Language Annals 40, 622–634.
206. Yoshida R. (2008). Learners' perception of corrective feedback in pair work. Foreign Language Annals 41, 525–541.
207. Yoshimi D. R. (2001). Explicit instruction and JFL learners' use of interactional discourse markers. In Rose K. R. & Kasper G. (eds.), 223–244.
208. Yoshimi D. R. (2008). Learner competence as a resource in the Japanese as a foreign language classroom: Issues in oral assessment. In Mori J. & Ohta A. S. (eds.), Japanese applied linguistics: Discourse and social perspectives. London: Continuum, 301–326.
209. Yoshimitsu K. (2000). Japanese school children in Melbourne and their language maintenance efforts. Journal of Asian Pacific Communication 10, 255–278.
210. Yoshizawa M. (2005). Incidental vocabulary learning and comprehension in L2 reading: The effects of dictionary and marginal glosses as a function of Japanese proficiencies. Acquisition of Japanese as a Second Language 8, 24–42.