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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 Acoustic characteristics and learner profiles of low, mid and high-level second language fluency Saito, Kazuya; Ilkan, M.; Magne, V.. - : Cambridge Journals, 2018 BASE Show details 2 The perception-production link revisited: the case of Japanese learners' English /r/ performance van Poeteren, K.; Saito, Kazuya. - : Wiley Blackwell, 2018 BASE Show details 3 Advanced second language segmental and suprasegmental acquisition Saito, Kazuya. - : John Wiley & Sons, Inc., 2018 BASE Show details 4 Linguistic dimensions of l2 accentedness and comprehensibility vary across speaking tasks Isaacs, T.; Saito, Kazuya; Crowther, D.. - : Cambridge Journals, 2018 BASE Show details 5 The role of aptitude in second language segmental learning: the case of Japanese learners’ English /r/ pronunciation attainment in classroom settings Saito, Kazuya. - : Cambridge Journals, 2018 BASE Show details 6 Explicit and implicit aptitude effects on second language speech learning: scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures Saito, Kazuya; Sun, Hui; Tierney, Adam. - : Cambridge University Press, 2018 BASE Show details 7 Recasting Saito, Kazuya. - : Wiley, 2018 Abstract: Among the many corrective feedback techniques at ESL/EFL teachers' disposal, recasting has been identified as the most frequent and preferred type of feedback in response to students' pronunciation, vocabulary, and grammar errors. According to the extensive literature, recasts can be effectively used to help students improve their linguistic accuracy in meaning‐oriented classrooms. However, it is noteworthy that students do not always succeed in identifying recasts as corrections when their linguistic errors do not directly cause communication breakdown or when they do not have much second language (L2) knowledge to notice and self‐correct their non‐targetlike production after teachers' recasts. To promote the continued growth of students' L2 abilities, it is recommended that teachers increase the saliency of feedback by providing it in the context of form‐focused tasks with metalinguistic information; in this way, the pedagogical potential of recasts can be maximized. Keyword: Applied Linguistics and Communication (to 2020) URL: https://eprints.bbk.ac.uk/id/eprint/22090/ https://eprints.bbk.ac.uk/id/eprint/22090/1/22090.pdf https://doi.org/10.1002/9781118784235.eelt0097 BASE Hide details 8 Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study Saito, Kazuya; Dewaele, Jean-Marc; Abe, M.. - : Wiley, 2018 BASE Show details 9 Advanced second language segmental and suprasegmental acquisition Saito, Kazuya. - : Wiley Blackwell, 2018 BASE Show details 10 Effects of video-based interaction on the development of second language listening comprehension ability: a longitudinal study Saito, Kazuya; Akiyama, Y.. - : Wiley, 2018 BASE Show details

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