This present study closely examines a particular type of institutionalized interactions for second language (L2) learning, namely one-on-one instructional sessions between instructors and learners of Japanese at an intensive summer study abroad program in Japan. During these sessions, both instructors and learners employ various form-focused…

In this response to Sakurai, Meredith Stephens agrees that Sakurai (2015) raises an important issue of which native English speaking teachers may be unaware; Japanese learners of English typically translate into Japanese while reading English. Sakurai explained, "It is speculated that Japanese students naturally translate English into…

The paper "The influence of translation on reading amount, proficiency, and speed in extensive reading" (Sakurai, 2015) outlined the first six years of the official English education system and policy in Japan. It then discussed the efficacy of extensive reading (ER) followed by a distinction between reading and translation. Previous…

This book investigates the ways in which new developments in areas of language teaching practice, such as policy-making, planning, methodology and the use of educational technology are locally adopted, adapted, initiated, and implemented in Vietnam and Cambodia. The region is responding to a large number of significant challenges, including…

Early years and primary teachers have a unique opportunity to apply their strong teaching practices, classroom management and understanding of childhood literacy development to teaching a language. This paper reports on a project from Independent Schools Queensland to increase language programs in schools by retraining classroom teachers.…

This study and analysis are designed to find a common, practical measurement tool that may be used for intra- and interprogram evaluation of Japanese programs, especially in the higher education context. First, three previous methods of evaluation (the Oral Proficiency Interview, the Nihongo Noryoku Shiken or Japanese Language Proficiency Test,…

This exercise book, prepared for use after Lesson 121 of the Defense Language Institute Basic Course in Japanese, provides for instruction in the use of Kanji dictionaries, familiarizes students with useful phrases and expressions that are not included in the Basic Course, and allows for greater variety in the classroom. The ten lessons, in the…

These two volumes contain Lesson Units 16-41 in the Defense Language Institute's 12-week course in Japanese. (See AL 002 223 for Volume I, Lessons Units 1-15 and AL 002 225 for Volume IV, Lesson Units 42-55 and Volume V, Glossary.) (AMM)

These two volumes comprise Lesson Units 42-55 (Volume IV), and a comprehensive Glossary (Volume V) which accompanies this 12-week Defense Language Institute course in beginning Japanese. (See AL 002 223 for Volume I--Introduction and Lesson Units 1-15, and AL 002 224 for Volumes II and III--Lesson Units 16-27 and 28-41.) (AMM)

This first volume in the Defense Language Institute's 12-week course in Japanese presents an introduction to Japanese phonology for the non-linguist beginning student, and a description of the format used throughout the DLI series (perception drills, dialogues with English equivalents, grammar notes, and exercises and conversations). This volume…

A study investigated the rate of vocabulary acquisition in English-Japanese word pairs among college-age Japanese learners in a classroom situation. Subjects were 41 students in an intensive program of English for academic purposes. Three groups of students were given word pair lists of different lengths, and guided in studying them over a period…

Curriculum innovations succeed or fail according to the extent to which teachers, and to some extent students, feel that they are meaningfully involved in the process of change. For change to be effective, it cannot be simply imposed from above; rather it depends absolutely on the people who implement it. The innovations described in this book…

This paper describes the development and implementation of an intensive summer course in English as a Second Language (ESL) designed for children aged 4-5. Planning included development of a curriculum and instructional materials based on theory and practice in the teaching of young children, English language learning and instruction, and…

Random parallel reading comprehension tests in Japanese and English were administered to a sample of native Japanese students enrolled in intensive English instruction. The students had been placed at three different levels of English language proficiency based on an independent proficiency assessment measure. Evidence for a threshold competency…

The lack of authentic, real-world interaction practice in the English as a second language (ESL) classroom is described and discussed, and the ways in which dialogue journals answer this classroom need are detailed. A dialogue journal is an interactive, self-generated, cumulative and functional writing and reading exchange between teacher and…