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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 – 8 of 8 1 Task-based language teaching : theory and practice Ellis, Rod; Skehan, Peter; Li, Shaofeng. - Cambridge : Cambridge University Press, 2020 UB Frankfurt Linguistik Show details 2 Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures Shintani, Natsuko; Ellis, Rod; Suzuki, Wataru In: Language learning. - Hoboken, NJ : Wiley 64 (2014) 1, 103-131 OLC Linguistik Show details 3 Exploring language pedagogy through second language acquisition research Shintani, Natsuko; Ellis, Rod. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 4 The Effectiveness of Listening Support on L2 Learners’ Listening Comprehension Ability: A Meta-Analysis ; 聽力輔助對第二語言學習者聽力理解的效用：後設分析研究 Shintani Natsuko; Matthew P Wallaceb; 新谷 奈津子. - : Department of English, National Taiwan Normal University, 2014 BASE Show details 5 The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginner learners Shintani Natsuko; 新谷 奈津子. - : Wiley, 2013 Abstract: The purpose of the study reported in this article is to investigate the effect of two instructional approaches—focus on forms (FonFs) and focus on form (FonF)—on the acquisition of a set of nouns and adjectives by young Japanese children who were complete beginners. The article begins by defining FonFs and FonF and considering the theoretical rationale for each. The author then examines how FonFs (operationalized as present‐practice‐produce) and FonF (operationalized through task‐based teaching) can be realized. It is demonstrated that in the case of beginning‐level learners, task‐based teaching is best operationalized in terms of comprehension‐based rather than production‐based tasks. The article concludes with a review of the research that has compared the effects of FonFs and FonF on vocabulary acquisition. Keyword: Kansai University; 関西大学 URL: https://kansai-u.repo.nii.ac.jp/?action=repository_uri&item_id=13872 https://kansai-u.repo.nii.ac.jp/?action=repository_action_common_download&item_id=13872&item_no=1&attribute_id=19&file_no=1 http://hdl.handle.net/10112/00017936 BASE Hide details 6 Repeating Input-based Tasks with Young Beginner Learners Shintani, Natsuko In: Regional Language Centre <Singapur>. RELC journal. - London : Sage 43 (2012) 1, 39-51 OLC Linguistik Show details 7 A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English Shintani, Natsuko. - : ResearchSpace@Auckland, 2011 BASE Show details 8 The incidental acquisition of English plural "-s" by Japanese children in comprehension-based and production-based lessons : a process-product study Shintani, Natsuko; Ellis, Rod In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2010) 4, 607-637 BLLDB OLC Linguistik Show details

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