Second Language Acquisition Processes in the Classroom: Learning Japanese

By A. Ohta. 2001

471 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b69762b909189dcd67cd66e991de227beef42c6c

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Citations in the corpus

• Teachers' Choice and Learners' Preference of Corrective Feedback Types (2008, methodology): “Ohta (2001) indicates that the rate of occurrence of recasts in Japanese as a foreign language ( JFL) classes at university was 29% out of all the CF that occurred.”
• Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “Studies on group and pair work, particularly in adult L2 learning contexts (e.g. Ohta, 2001; Storch, 2002), have shown that scaffolding can be collective (Donato, 1994); that is, shared or co-constructed by members of the group.”
• Feedback on second language students' writing (2006, background): “This concept, also known as ‘assisted performance’ (Ohta 2001), ‘negotiated interaction’ (Long 1996), and ‘guided participation’ (Lave & Wenger 1991), encompasses the ways that the feedback delivered through the dialogue between teacher and student can enable the student writer to develop both his…”
• Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abr (2011, unknown): “In the field of applied linguistics, SCT researchers have focused on the function of private speech, gesture, and internet-mediated communication in (re)mediating the L2 learning process (e.g., McCafferty and Stam, 2008; Ohta, 2001; Thorne, 2003).”
• Development of Speed and Accuracy in Pragmatic Comprehension in English as a Foreign Language (2007, result): “The results, then, lend support to the previous claim that learning in a foreign language context does not necessarily disadvantage pragmatic development (Ohta, 2001); it is the way in which learning is organized and fostered that enables or hinders pragmatic development.”
• Negotiation for Meaning and Peer Assistance in Second Language Classrooms (2005, methodology): “Following a sociocultural approach, we examine the data qualitatively to discover how learners support each other's learning of the target language (Ohta 1995, 2000a, 2001).”
• THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…Beebe, 1987!+ In fact, the findings illustrate that pragmatic develop- ment also occurs among learners in a FL environment ~e+g+, Niezgoda & Röver, 2001; Ohta, 2001!+ Both the ESL and EFL learner groups made significant gains and, more importantly, the EFL group displayed greater gains than the…”
• Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “It is entirely possible, although we cannot say with absolute certainty, that Gabriela vicariously benefited (see Ohta, 2001) from the interaction between Vicente and Tracy.”