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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 Page: 1 2 3 Hits 21 – 40 of 52 21 Peer interaction and second language learning Adams, Rebecca; Philp, Jenefer; Iwashita, Noriko. - : Taylor & Francis, 2013 BASE Show details 22 Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction Philp, Jenefer; Iwashita, Noriko. - : Routledge, 2013 BASE Show details 23 A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam Mai Ngoc, Khoi; Iwashita, Noriko. - : University of Sydney Faculty of Education and Social Work, 2012 BASE Show details 24 Patterns of corrective feedback in a task-based adult EFL classroom setting in China Iwashita, Noriko; Li, Huifang (Lydia). - : John Bemjamins Publishing Company, 2012 BASE Show details 25 Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia Iwashita, Noriko. - : Monash University ePress, 2012 BASE Show details 26 Effects of learner background on the development of writing skills in Japanese as a second language Iwashita, Noriko; Sekiguchi, Sachiyo In: Australian review of applied linguistics. - Wollongong, NSW 32 (2009) 1, 03.1-03.20 BLLDB OLC Linguistik Show details 27 Effects of learner background on the development of writing skills in Japanese as a second language ; Effects of learner background on the development of writing skills in JSL Iwashita, Noriko; Sekiguchi, Sachiyo. - : Monash University ePress, 2009 BASE Show details 28 Effects of learner background on the development of writing skills in Japanese as a second language Iwashita, Noriko; Sekiguchi, Sachiyo. - : Monash University ePress, 2009 Abstract: The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds. Keyword: 200401 Applied Linguistics and Educational Linguistics; 950203 Languages and Literature; Japanese language; Learner background; Writing skills URL: https://espace.library.uq.edu.au/view/UQ:189461 BASE Hide details 29 Assessed levels of second language speaking proficiency: how distinct? Brown, Annie; McNamara, T. F.; Iwashita, Noriko... In: Applied linguistics. - Oxford : Oxford Univ. Press 29 (2008) 1, 24-49 BLLDB OLC Linguistik Show details 30 Assessed Levels of Second Language Speaking Proficiency: How Distinct? Iwashita, Noriko; Brown, Annie; McNamara, Tim. - : Oxford University Press, 2008 BASE Show details 31 Assessed Levels of Second Language Speaking Proficiency: How Distinct? Iwashita, Noriko; Brown, Annie; McNamara, Tim. - : Oxford University Press, 2007 BASE Show details 32 Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language Iwashita, Noriko In: Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group 3 (2006) 2, 151-169 BLLDB Show details 33 Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language Iwashita, Noriko. - : Routledge, 2006 BASE Show details 34 Factors affecting second language achievement in primary school Iwashita, Noriko; Liem, Irene In: Australian review of applied linguistics. - Wollongong, NSW 28 (2005) 1, 36-51 BLLDB Show details 35 Planning for Test Performance: Does it Make a Difference? Elder, Catherine; Iwashita, Noriko. - : John Benjamin, 2005 BASE Show details 36 NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION Iwashita, Noriko In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 25 (2003) 1, 1-36 OLC Linguistik Show details 37 Negative feedback and positive evidence in task-based interaction : differential effects on L2 development Iwashita, Noriko In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 25 (2003) 1, 1-36 BLLDB Show details 38 Comprehensible output in NNS-NNS interaction in Japanese as a foreign language IWASHITA, NORIKO. - 2003 BASE Show details 39 Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development Iwashita, Noriko. - : Cambridge University Press, 2003 BASE Show details 40 Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer? Elder, Catherine; Iwashita, Noriko; Mcnamara, Tim In: Language testing. - London : Sage 19 (2002) 4, 347-368 OLC Linguistik Show details Page: 1 2 3

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