SHINTANI, Natsuko |
|---|
Faculty, Department/Institute
- Faculty of Foreign Language Studies Department of Foreign Language Studies
Academic status (qualification)
- Professor Apr. 1,2019
Academic Degrees
- Ph.D. in Language Teaching and Learning May 2012
- Mar. 2006 Nanzan University
Research fields
| Research fields | keyword |
|---|---|
| Applied linguistics | ;; |
| Foreign language education | |
| English education |
Research Career
- 2012/12/1～2014年/9/15
- 2014/10/1～2017年/9/30
Research Publications
BookTheory and practice of task-based language teaching: multiple perspectivesIn refereedMonographCo-authorCambridge University Press2019～9781108713894
BookThe role of input-based tasks in foreign language instruction for young learnersIn refereedMonographSingle-AuthorJohn Benjamins2016～
BookExploring language pedagogy through second language acquisition researchIn refereedMonographCo-authorRoutledge2014～
PapersA study of Chinese learners’ ability to comprehend ironyIn refereedAcademic JournalCo-authorEllis, R.;Zhu, Y.;Shintani, N.;Roever, C.Journal of Pragmatics172, 7–202021～
PapersThe roles of language proficiency and study abroad in Japanese students’ receptiveIn refereedAcademic JournalCo-authorShintani, N.;Ellis, R.Applied Pragmatics4(1), 1-322022～
PapersComputer-mediated instruction using ondoku practice for developing elementary schoolIn refereedAcademic JournalCo-authorWong, S.;Shintani, N.Language Teaching for Young Learners3(1), 161–1752021～
PapersThe relationship between raters’ multilingual background and their perceptions of accentedness and comprehensibility of second language speechIn refereedAcademic JournalCo-authorInternational Journal of Bilingual Education and Bilingualism (published online)849-8692019～
PapersThe effectiveness of post-reading word-focused activities and their associations with working memoryIn refereedAcademic JournalCo-authorSystem70 , 38-492017～
PapersThe effects of the timing of isolated FFI on the explicit knowledge and written accuracy of learners with different prior knowledge of the linguistic targetIn refereedAcademic JournalSingle-AuthorStudies in Second Language Acquisition39(1), 129-1662017～
PapersForeign accentedness revisited: Canadian and Singaporean raters’
perception of Japanese-accented EnglishIn refereedAcademic JournalCo-authorLanguage Awareness25(4), 305-3172016～
PapersThe effects of pre-task and post-task metalinguistic explanations on accuracy in seond language writingIn refereedAcademic JournalSingle-AuthorTESOL Quarterly50(4), 945–9552016～
PapersThe effectiveness of synchronous and asynchronous written
corrective feedback on grammatical accuracy in a computer-mediated environmentIn refereedAcademic JournalCo-authorThe Modern Language Journal 100(1), 296-3192016～
PapersComputer-mediated synchronous and asynchronous direct corrective feedback on writing: A case studyIn refereedAcademic JournalSingle-AuthorComputer Assisted Language Learning 29(3), 517-5382016～
PapersPerceived comprehensibility in second language speech: comparisons of native speaking raters in Canada and SingaporeIn refereedAcademic JournalCo-authorTESOL Quarterly 50(2), 421-4462016～
Edited bookSynthesizing research in applied linguistics: the complementary contributions of narrative reviews and meta-analysesIn refereedAcademic JournalCo-authorApplied Linguistics (special issue)36(3)2015～
PapersThe effectiveness of processing instruction on L2 grammar acquisition: A meta-analysisIn refereedAcademic JournalSingle-AuthorApplied Linguistics 36(3), 306-3252015～
PapersThe incidental grammar acquisition in focus on form and focus on forms instruction for young, beginner learnersIn refereedAcademic JournalSingle-AuthorTESOL Quarterly 49(1), 115-1402015～
PapersDoes language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?In refereedAcademic JournalCo-authorSystem 49, 110-1192015～
PapersTask-based language teaching at elementary schools in Japan: Problems and possibilitiesIn refereedAcademic JournalSingle-AuthorThe Chubu English Language Education Society (CELES) Journal 44, 205-2102015～
PapersEffects of listening support in second language classroom: A meta-analysisIn refereedAcademic JournalCo-authorEnglish Teaching and Learning 38(3), 71-1012014～
PapersUsing tasks with young beginner learners: The role of the teacherIn refereedAcademic JournalSingle-AuthorInnovation in Language Learning and Teaching 8(3), 279-3952014～
PapersTracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 EnglishIn refereedAcademic JournalCo-authorLanguage Teaching Research18(4), 521-5422014～
PapersEffects of written feedback and revision on learners’ understanding and use of two English grammatical structuresIn refereedAcademic JournalCo-authorLanguage Learning64(1), 103-1312014～
PapersThe comparative effect of metalinguistic explanation and direct written corrective feedback on learners’ explicit and implicit knowledge of the English indefinite articleIn refereedAcademic JournalCo-authorJournal of Second Language Writing 22(3), 286-3062013～
PapersGetting Started with TBLT: A Personal AccountIn refereedAcademic JournalSingle-AuthorOn Task 3(1), 13-192013～
PapersComprehension-based versus production-based instruction: A meta-analysis of comparative studiesIn refereedAcademic JournalCo-authorLanguage Learning 63(2), 296-3292013～
PapersThe effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginner learnersIn refereedAcademic JournalSingle-AuthorTESOL Quarterly 47(1), 36-622013～
PapersDoing meta-analysis in SLA: Practice, choice, and standardsIn refereedAcademic JournalCo-authorContemporary Foreign Languages Studies384 (12), 3-202012～
PapersInput-based tasks and the acquisition of vocabulary and grammar: A process-product studyIn refereedAcademic JournalSingle-AuthorLanguage Teaching Research 16 (2), 253-2792012～
PapersRepeating input-based tasks with young beginner learnersIn refereedAcademic JournalSingle-AuthorRELC Journal 43(1), 39-512012～
PapersA comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learnersIn refereedAcademic JournalSingle-AuthorLanguage Teaching Research 15(2), 137-1582011～
PapersTask-based language teaching versus traditional production-based instruction: Do they result in different classroom processes?In refereedAcademic JournalSingle-AuthorUniversity of Sydney Papers in TESOL 6, 97-1202011～
PapersThe incidental acquisition of English plural –s by Japanese children in comprehension-based lessons: a process-product studyIn refereedAcademic JournalCo-authorStudies in Second Language Acquisition 32 (4), 607-6372010～
Chapter or SectionUnrefereedMonographCo-authorScott, A.;Shintani, N.2022～
Chapter or SectionThe roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure. In R. DeKeyser & G. Prieto Botana (Eds.). Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicabilityIn refereedMonographSingle-AuthorJohn Benjamins83-1062019～
Chapter or SectionMediating input-based tasks for beginner learners through task repetition: A sociocultural perspective. In M. Bygate (Ed.), Learning language through task repetitionIn refereedMonographSingle-AuthorJohn Benjamins254-2792018～
Chapter or SectionResearching TBLT for young, beginner learners in Japan. In M. Bygate (Ed.). TBLT as a researched pedagogyIn refereedMonographSingle-AuthorJohn Benjamins199-2122018～
Chapter or SectionProductive versus receptive grammar knowledge. In L. Liontas (Ed.), The TESOL Encyclopaedia of English Language Teaching: Grammar TeachingIn refereedOtherSingle-AuthorWiley2018～
International academic conferenceTeaching strategies for L2 learning: Written corrective feedback2019/10/13～The Third International Conference on Situating Strategy Use (SSU3)
International academic conferenceImplementing of task-based language teaching for young EFL learners in Japan2019/9/20～Shanghai Center for Research in English Language Education (SCRELE)
International academic conferenceEffects of different types of feedback: Issues in past and current theory and research2018/5/19～The Language Learning Potential of L2 Writing and Written Corrective Feedback: Advancing Research Agendas
International academic conferenceWritten corrective feedback: Learning grammar through writing2017/11/11～Assessing World Languages
International academic conferenceIncidental acquisition of grammar and vocabulary in repeated text-reconstruction tasks2017/4/19～International Conference on Task-Based Language Teaching (TBLT 2017)
International academic conferenceEffects of isolated, integrated, and combined form-focused instruction on low-intermediate learners’ grammar acquisition2017/3/20～American Association for Applied Linguistics Conference (AAAL 2017)
International academic conferenceExplicit grammar instruction for second language writing2016/9/10～TESOL Colloquium at the University of Sydney
International academic conferenceThe effectiveness of explicit instruction in L2 grammar learning: The roles of instruction type and feature type2016/4/10～American Association for Applied Linguistics Conference (AAAL2016)
International academic conferenceExamining the effects of corrective feedback: How, when and on which errors?2016/4/7～Language Resource Centre, Cornell University
International academic conferenceEffects of pre- and post-writing metalinguistic explanation on the acquisition of L2 grammar2015/11/19～Symposium of Second Language Writing
International academic conferenceThe complementary contributions of meta-analysis and narrative review2015/5/16～Joint International Methodology Research Colloquium at National Institute for International Education (NIIED)
International academic conferenceComputer-mediated Synchronous (Immediate) and Asynchronous (Delayed) Direct Corrective Feedback2015/3/23～American Association for Applied Linguistics Conference (AAAL 2015)
International academic conferenceComputer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study of two L2 writers2014/11/15～The 13th Symposium on Second Language Writing
International academic conferenceLanguage analytical ability: What role does it play in L2 learners’ use of written feedback?2014/8/13～AILA World Congress
International academic conferenceThe effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment2014/3/25～American Association for Applied Linguistics Conference (AAAL 2014)
International academic conferenceThe effects of written corrective feedback on L2 learners’ explicit and implicit knowledge of the English indefinite article2014/3/22～American Association for Applied Linguistics Conference (AAAL 2014)
International academic conferenceComputer-mediated synchronous and asynchronous direct corrective feedback on writing2014/3/17～Research Seminar at Singapore Association of Applied Linguistics
International academic conferenceThe Incidental L2 Acquisition of Dimensional Adjectives by Young Children2014/2/1～The 10th Asian EFL Journal International TESOL Conference
International academic conferenceA meta-analysis of studies investigating the effects of reception- and production-based instruction on L2 vocabulary learning2014/3/16～American Association for Applied Linguistics Conference (AAAL 2013)
International academic conferenceWorkshop on Task-Based Language Teaching in Asian Primary Schools2012/8/22～The 17th Conference of Pan-Pacific Association of Applied Linguistics
International academic conferenceUsing tasks with young learners in Japan: The role of the teacher2012/8/21～The 17th Conference of Pan-Pacific Association of Applied Linguistics (PAAL)
International academic conferenceInput-based tasks and the acquisition of vocabulary and grammar: A process-product study2012/5/5～. 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL)
International academic conferenceThe effects of focus-on-forms and focus-on-form on vocabulary acquisition by young beginner learners2012/4/27～The 7th International ELT Research Conference
International academic conferenceTask-based instruction: Task design and task implementation2011/12/1～2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ) New Zealand
Academic presentationEffects of repeating listen-and-do tasks on children's L2 comprehension and production2011/11/20～The 4th Biennial International Conference on Task-Based Language Teaching
International academic conferenceA comparative study of input-based and production-based instruction for vocabulary acquisition2011/8/24～The 16th World Congress of Applied Linguistics (AILA2011)
International academic conferenceIncidental L2 acquisition of two English grammatical structures by young Japanese classroom learners in comprehension-based 2011/3/27～American Association for Applied Linguistics Conference (AAAL 2011)
International academic conferenceImplementing of task-based courses for young EFL learners in Japan2010/12/1～The 15th English in Southeast Asia Conference
International academic conferenceComprehension-based versus production-based instruction: Using conversation analysis to distinguish them2010/12/1～The 16th The Applied Linguistics Association of New Zealand SymposiumNew Zealand
International academic conferenceClassroom interaction and acquisition – comparative study of TBLT and PPP for young EFL learners in Japan2009/12/3～The 1st Combined Conference the Applied Linguistics Association of NZ and Australia. Auckland Australia. Auckland
Courses Taught
- English IIa
- English IIb
- Preparation for Graduation Project
- Graduation Project 2
- Foreign Language Teaching
- Research Methods (1)
- Special Lectures
- Supervised M.A. Research [Foreign Language Education] (2a)
- Supervised M.A. Research [Foreign Language Education] (2b)
- Supervised Ph.D. Research (1a)
- Supervised Ph.D. Research (1b)
- Supervised M.A. Research [Foreign Language Education] (1a)
- Supervised M.A. Research [Foreign Language Education] (1b)
- Supervised M.A. Research [Foreign Language Education] (2b)
- Personal Information
- Research Activities
- Research Activities
- Community Service
- Courses Taught