Silence in the Second Language Classrooms of Japanese Universities

By Jim King. 2013

149 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ee673ba6d97bdd531a5d280272ba9db6cbd84e1b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Maiko Ikeda
2. P. Macintyre
3. T. Yashima
4. A. Burns
5. Simon Humphries
6. Jean–Marc Dewaele
7. Y. Teimouri
8. Ju Seong Lee

In Literature and Literary Theory

1. P. Macintyre
2. Maiko Ikeda
3. T. Yashima
4. A. Burns
5. Simon Humphries
6. Jean–Marc Dewaele
7. Y. Teimouri
8. Ju Seong Lee

Citations in the corpus

• ‘In reality it’s almost impossible’: CLT-oriented curriculum change (2015, background): “Such norms also extend to Japanese students who may be discomforted by demands for class interaction, and will, therefore, as King (2013) suggests, resist attempts to speak.”
• Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, methodology): “Considering the communication activity in the classroom, at the group level, it was revealed that the amount of student talk and the number of student-initiated turns was far greater than observed by King (2013) or the stereotype of a Japanese classroom might suggest.”