This is a showcase of the recent developments in Japanese Applied Linguistics.This book showcases recent developments in the field of Japanese Applied Linguistics. It covers a wide range of current issues and influential theoretical and methodological frameworks, many of which are of concern not only for Japanese specialists but also applied linguists in general. At the same time, the book provides empirical studies that exemplify how these issues and frameworks manifest themselves in contexts that surround first and second language speakers of Japanese. The book is divided into four sections. The first examines language in action, providing a close analysis of language as it is used in interactions between speakers. The second section looks at sociological diversity in Japanese speakers, considering factors such as gender, age, or background. Section three explores how globalization has affected Japanese language use and acquisition. The final section reflects on classroom teaching of Japanese language and culture.This comprehensive, in-depth study will be useful for researchers and graduate students in both applied linguistics and Japanese linguistics.

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience.
The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings.
In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience.
The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings.
In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

"This book showcases recent developments in the field of Japanese applied linguistics. It covers a wide range of current issues and influential theoretical and methodological frameworks, many of which are of concern not only for Japanese specialists but also applied linguists in general. At the same time, the book provides empirical studies that exemplify how these issues and frameworks manifest themselves in contexts that surround first and second language speakers of Japanese. The book is divided into four sections. The first examines language in action, providing a close analysis of language as it is used in interactions between speakers. The second section looks at sociological diversity in Japanese speakers, considering factors such as gender, age, or background. Section three explores how globalization has affected Japanese language use and acquisition. The final section reflects on classroom teaching of Japanese language and culture. This comprehensive, in-depth study will be useful for researchers and graduate students in both applied linguistics and Japanese linguistics. "