Yuko Nakahama - Academia.edu (original) (raw)

Papers by Yuko Nakahama

日本語の物語構築 : 視点を判断する構文的手がかりの再考

Founded 1966 ccclxxii TESOL QUARTERLY is an international professional organization for those con... more Founded 1966 ccclxxii TESOL QUARTERLY is an international professional organization for those concerned with the teaching of English as a second or foreign language and of standard English as a second dialect. TESOL's mission is to develop the expertise of its members and others involved in teaching English to speakers of other languages to help them foster effective communication in diverse settings while respecting individuals' language rights. To this end, TESOL articulates and advances standards for professional preparation and employment, continuing education, and student programs; links groups worldwide to enhance communication among language specialists; produces high-quality programs, services, and products; and promotes advocacy to further the profession. Information about membership and other TESOL services is available from TESOL Central Office at the address below. TESOL Quarterly is published in Spring, Summer, Autumn, and Winter. Contributions should be sent to the Editor or the appropriate Section Editors at the addresses listed in the Information for Contributors section. Publishers' representative is Helen Kornblum, Director of Communications & Marketing. All material in TESOL Quarterly is copyrighted. Copying without the permission of TESOL, beyond the exemptions specified by law, is an infringement involving liability for damages.

Chapter 10. Effects of L2 exposure on the use of discourse devices in L2 storytelling

Human Cognitive Processing, 2018

Do referential marking styles transfer to L2 story retelling?

Referring in a Second Language, 2020

In this pilot study a Japanese intermediate level ESL learner interacted with another Japanese sp... more In this pilot study a Japanese intermediate level ESL learner interacted with another Japanese speaker whose English was at near-native level by means of a 30-minute semi-structured interview. The aim was to investigate how shared cultural and language background affect learner discourse. Microanalysis of the data shows that the subject changed from being an interviewee to becoming a conversation partner with her Japanese interlocutor. Specific points at which the interviews changed into a conversation are examined in detail, and it is suggested that sharing a common background and experiences might facilitate the emergence of conversational talk in an interview setting.

This article addresses how native speakers (NS) of Japanese and second language (L2) Japanese lea... more This article addresses how native speakers (NS) of Japanese and second language (L2) Japanese learners (at intermediate and advanced levels) manage the use of noun referential forms (NRF) in order to demonstrate topic continuity and discontinuity in a silent film retelling activity. Specifically, it examines voice alternations, the use of NRF in relation to their structural markedness, and the ability to distinguish discourse contexts by the use of NRF. These issues were investigated using a version of Chaudron and Parker’s (1990) English model modified for Japanese. The result revealed that the learners developed referential topic management in the following ways. 1) The learners of higher proficiency level alternated active and passive voice to keep their focus on the main characters, just as was seen in the NS discourse. 2) The learners were largely able to differentiate NRF between discourse contexts irrespective of their proficiency levels; furthermore, the ability to do so cor...

Training and Implementing Autonomous use of Multimedia in the EFL Classroom(research paper,Tomorrow's Learners, Tomorrow's Teachers : Autonomous Development in College English Language Learning and Teaching)

Jacet全国大会要綱, Sep 1, 2010

Cross-linguistic influence on the development of referential topic management in L2 Japanese oral na

The Modern Language Journal, 2009

This study investigates cross-linguistic influence (CLI)-also known as first language (L1) transf... more This study investigates cross-linguistic influence (CLI)-also known as first language (L1) transfer-on referent introduction and tracking in oral narratives in Japanese as a second language (L2) within the framework of functional approaches to language learning. Narrative discourse produced by two groups of learners of Japanese, one whose L1 is typologically parallel to and one whose L1 is distant from Japanese (Korean and English, respectively), was investigated at three different proficiency levels. The results showed that there were differing patterns in the development of referent introduction and tracking between the two groups, which seemed to be influenced by the learners' L1. Further, different linguistic forms generated the differing ways in which CLI was realized in the learner language. To explicate these findings, I argue that (a) the saliency of certain linguistic forms facilitated CLI to take place, (b) lower level learners could not fully take advantage of the shared linguistic features between the L1 and L2 due to linguistic constraints they experienced, and (c) the learners' "thinking for speaking" in their L1 transferred to their L2. BACKGROUND Functional Approaches to Understanding Language Development

Alphabet Publishing, 2019