Description
This edited book focuses on the role of different types of pedagogical solutions in the acquisition of the Japanese grammatical system by reviewing, assessing and measuring current theory and research. Findings from this research have implications for the way Japanese grammar is learned and taught in a classroom context. The editors and contributors address a number of questions around the role of Japanese grammar learning and teaching such as: what is the role of instruction in Japanese second language acquisition? What are the main findings of empirical research into the acquisition of Japanese grammar? Is any one particular pedagogical intervention or solution to the teaching of Japanese grammar more effective than another? What pedagogical options do we have for the teaching of Japanese grammar? This book offers a unique insight into its practical implications for Japanese language learning and teaching for applied linguists, researchers, language teaching professionals and curriculum developers alike.
Table of Contents
- Introduction.- PART I: Theoretical Perspectives.- Chapter 1. Theoretical views on the role of grammar instruction.- Chapter 2. Review of classroom-based research on the acquisition of Japanese grammar.- PART II: Research and Pedagogical Applications.- Chapter 3. Processing Instruction and the acquisition of Japanese morphology and syntax.- Chapter 4. L2 Learners and the apparent problem of morphology: Evidence from L2 Japanese.- Chapter 5. The role of linguistic explanation on the acquisition of Japanese imperfective -teiru.- Chapter 6. Grammar for reading Japanese as a second language:Variation of stance expressions utilizing to omou in different written registers.- Chapter 7. An integrated grammar-pragmatics approach: Teaching style shifting in Japanese.
