scholarly journals Repairing Tales from Japan: Changes Over Time in Personal Narratives

2011 ◽  
Vol 9 (2) ◽  
pp. 19-28
Author(s):  
Timothy J. Riney
Keyword(s):  
Study Abroad ◽  
Native Speakers ◽  
Personal Narratives ◽  
Language And Culture ◽  
Narrative Structures ◽  
Native Speakers Of English ◽  
One Year ◽  
Changes Over Time ◽  
Study Abroad Program ◽  
Over Time

At two different times, Time 1 and Time 2, 13 participants in Japan (8 Japanese and 5 Americans) were asked to spontaneously respond in English to this prompt: “Tell me about one of the most exciting or dangerous moments in your life.” The Japanese responded during their first and fourth years of college, which involved an interval of 42 months. The Americans were native speakers of English and responded earlier and later in their one year study abroad program in Japanese language and culture. Three questions addressed by this paper were the following: (a) What types of topics and narrative structures characterize these 26 stories? (b) What types of speaker-initiated repairs appear, and are the repairs the same or different at Time 1 and Time 2? (c) How are the repairs related to different listener (American, Japanese, Filipino, and Taiwanese) assessments of the intelligibility of the narratives?

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 88-96
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

The limits of extended naturalistic exposure on the perceptual mastery of English /r/ and /l/ by adult Japanese learners of English

1995 ◽  
Vol 16 (4) ◽  
pp. 380-406 ◽  
Author(s):  
Naoyuki Takagi ◽  
Virginia Mann
Keyword(s):  
United States ◽  
Native Speakers ◽  
The United States ◽  
Identification Accuracy ◽  
Spoken English ◽  
Japanese Learners Of English ◽  
Native Speakers Of English ◽  
Japanese Learners ◽  
One Year ◽  
Adult Exposure

AbstractTo evaluate the effect of extended adult exposure to authentic spoken English on the perceptual mastery of English /r/ and /l/, we tested 12 native speakers of English (A), 12 experienced Japanese (EJ) who had spent 12 or more years in the United States, and 12 less experienced Japanese (LJ) who had spent less than one year in the United States. The tests included the forced-choice identification of naturally produced /r/s and /1/s and the labeling of word-initial synthetic tokens that varied F2 and F3 to form an /r/-/l/-/w/ continuum. The F.Js’ mean performance in both tasks was closer to that of the As than the LJs, but nonetheless fell short. Extended exposure may improve /r/-/l/ identification accuracy; it does not ensure perfect perceptual mastery.

scholarly journals The Evolution of External and Internal Implant–Abutment Connections: A Review

2012 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
D.R. Prithviraj ◽  
Ninad Muley ◽  
Vikas Gupta
Keyword(s):  
Native Speakers ◽  
Screw Loosening ◽  
Implant Abutment ◽  
Primary Determinant ◽  
Native Speakers Of English ◽  
Over Time ◽  
Abutment Screw

A study of the implant–abutment connection is of great importance because it is the primary determinant of the strength and stability of an implant-supported restoration, which, in turn, determines the restoration’s prosthetic stability. Traditionally, Brånemark’s external hexagon has been used, but significant complications, such as abutment screw loosening, rotational misfit at the implant–abutment interface, and microbial penetration have led to modification of the external hexagon and the development of internal implant–abutment connections. In this review, we describe various implant–abutment connections that have evolved over time from the traditional external hexagon.  How to cite this article: Alharissy M, Dayoub S. The Evolution of External and Internal Implant–Abutment Connections: A Review. Int Dent Res 2012;2:37-42. Linguistic Revision: The English in this manuscript has been checked by at least two professional editors, both native speakers of English.

Changes in Voice- and Swallowing-Related Symptoms After Thyroidectomy: One-Year Follow-Up Study

2018 ◽  
Vol 127 (3) ◽  
pp. 171-177 ◽  
Author(s):  
Young Min Park ◽  
Kyung Ho Oh ◽  
Jae-Gu Cho ◽  
Seung-Kuk Baek ◽  
Soon-Young Kwon ◽  
...  
Keyword(s):  
Risk Factors ◽  
Symptom Relief ◽  
Temporal Changes ◽  
Rehabilitation Programs ◽  
Significant Difference ◽  
One Year ◽  
Associated Risk Factors ◽  
Changes Over Time ◽  
Over Time

Objective: We analyzed the changes in voice- and swallowing-related symptoms that occurred over time in patients who underwent thyroidectomy and identified any associated risk factors. Methods: One hundred and three patients who underwent thyroidectomy were enrolled. Results: The mean thyroidectomy voice-related questionnaire (TVQ) score before surgery was 12.41 ± 12.19; it significantly increased to 28.24 ± 18.01 ( P < .001) 1 month postoperatively, decreased to 24.02 ± 17.30 ( P = .014) and 20.66 ± 15.29 ( P = .023) 3 and 6 months postoperatively, respectively. It was continuously decreased to 18.83 ± 14.63 twelve months postoperatively. The temporal changes in TVQ scores between patients who underwent total thyroidectomy or lobectomy were significantly different. There was a statistically significant difference in the temporal changes in TVQ according to whether neck dissection was performed. The temporal changes in TVQ in patients with and without extrathyroidal extension were significantly different. Conclusions: Voice- and swallowing-related discomfort in patients who received thyroidectomy showed dynamic changes over time. There was a significant difference in the degree of change according to clinicopathological factors. Patients with these risk factors may benefit from appropriate patient education and various rehabilitation programs for symptom relief.

scholarly journals Exploring Metadiscourse Use in Thesis Abstracts: A Cross-Cultural Study

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Ardi Nugroho
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Native Speakers ◽  
Writing Studies ◽  
Cultural Backgrounds ◽  
Efl Learners ◽  
Language And Culture ◽  
American Students ◽  
Integral Role ◽  
Native Speakers Of English

<p>The use of metadiscourse in academic writing has become a topic of interest in recent years. It can be defined as the words and phrases that writers use in their writing to express their ideas and thoughts to make it easier for readers to process the information presented. It is especially crucial in academic writing since writers are expected to present their arguments in an appropriate and acceptable manner. It has also been said that culture plays a role influencing how arguments and ideas are expressed, especially in academic writing. Although metadiscourse plays an integral role in academic writing, studies have shown how EFL learners often make mistakes in employing this linguistic device. From this, the writer would like to explore the metadiscourse produced by Indonesian EFL learners and compare it with how native speakers of English employ metadiscourse in their writing. In other words, this study is basically an attempt to find out whether the metadiscourse produced by the two groups with different cultural backgrounds are different or similar. The source of data for the current study is the metadiscourse markers from the thesis abstracts of students of the English Language and Culture Department at Bunda Mulia University and American students from a university in the U.S. In order to analyze the metadiscourse markers found in the thesis abstracts of the Indonesian and American students, the writer will make use of the AntConc software version 3.5.6 by Anthony (2018). The result of the study reveals that there are some differences and similarities in the way both group of students employed these markers.<strong></strong></p><strong>Keywords: </strong>metadiscourse, thesis abstracts, Indonesian and American students

scholarly journals Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences

2014 ◽  
Vol 24 (1) ◽  
pp. 25-58 ◽  
Author(s):  
Steven Stemler ◽  
Toshie Imada ◽  
Carolyn Sorkin
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
External Validation ◽  
Developmental Theory ◽  
Self Report ◽  
Study Abroad Programs ◽  
Competence Scale ◽  
Study Abroad Program ◽  
The Impact ◽  
Over Time

One of the most frequently cited aims of higher education institutions is to help students develop intercultural competence. Study abroad programs are a primary vehicle for helping to achieve this goal; however, it has been difficult to quantify their impact as most existing measures of intercultural competence rely on subjective self-report methods that are easy to fake and that suffer from ceiling effects when attempting to measure change over time. Building on Bennett’s (1986) developmental theory, the current paper describes a new test–the Wesleyan Intercultural Competence Scale (WICS)–that uses a situational judgment testing approach to measure the development of intercultural competence within the context of a study-abroad experience. A total of 97 study-abroad students from Wesleyan took the WICSalong with eight external validation measures and a background questionnaire. Thirty participants took the test at two time points–once at the beginning of a study-abroad program and once at the end. The results indicate that the WICShad strong evidence in support of its content, construct, and criterion-related validity. In addition, the WICSwas capable of detecting changes in the development of intercultural competence over time in a way that none of the other validation measures were. The substantive findings revealed that the amount of time spent speaking the local language and the number of different situations experienced were strong predictors of the development of intercultural competence. Implications and future directions are discussed.

Faculty Memoirs

2016 ◽  
pp. 370-396
Author(s):  
Devi Akella
Keyword(s):  
Study Abroad ◽  
Cultural Sensitivity ◽  
Learning Strategy ◽  
Global Perspective ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
Effective Learning ◽  
Business Graduates ◽  
Global Nature ◽  
Study Abroad Program

The global nature of a contemporary economy emphasizes the need for business graduates to possess a global perspective, cultural sensitivity and the knowledge of language and culture of more than one country. Consequently, faculty driven, short-term, university study abroad programs allow students the opportunity to step outside the classroom and learn about the world in a safe, controlled and faculty regulated environment. ‘Learn by going' (Keese & O'Brien, 2011) happens to be the most effective learning strategy. This chapter describes the experience of the author as an instructor and team member of a study abroad program to China. The author discusses the program, curriculum, pedagogies adopted, and learning outcomes of students. Critical reflections of her own involvement in this educational tour to China are also shared.

Requests by Chinese EFL learners and native speakers of English

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Jing Meng ◽  
Beatrice Szczepek Reed
Keyword(s):  
Study Abroad ◽  
Native Speakers ◽  
Native Speaker ◽  
Target Language ◽  
Interactional Competence ◽  
Efl Learners ◽  
Native Speakers Of English ◽  
The Uk ◽  
Study Abroad Students ◽  
At Home

Language learners' requesting behaviour has been the focus of pragmatic research for some time, including that of Chinese EFL learners, who constitute a large proportion of English speakers globally. The present study replicates elements of Wang (2011), focusing on the use of formulaic expressions and exploring the differences between advanced Chinese EFL learners and native speakers of English with regard to the use of request formulae. The study also investigates whether significant exposure to the target language in country is connected to a more native-like use of request formulae. Wang's Discourse Completion Task was adopted to elicit request utterances from three groups of participants: advanced Chinese EFL learners studying in China (at home students) and in the UK (study abroad students), respectively, and native speakers of British English. The findings show that, although in some respects study abroad students in the UK employed request formulae in a more native-like manner compared to at home students in China, neither group showed close approximation to the request behaviour of the native speaker group. The findings are discussed in the context of current debates, including interlanguage variations, interactional competence, and native speaker norms and intelligibility.

Development of interactional competence

2012 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Machiko Achiba
Keyword(s):  
Language Learning ◽  
Social Practice ◽  
Native Speakers ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Interactional Competence ◽  
Old Japanese ◽  
Native Speakers Of English ◽  
Over Time

This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and autonomous participation. The child recycled some of the interlocutors’ utterances from the previous sessions, showing that the earlier cooking sessions provided her with a linguistic challenge and became a resource of language learning for her. She also made use of a textual resource (i.e., the recipe) as a scaffold to move toward more autonomous participation. In addition, the role of the recipe became less central as her participation became increasingly more independent.

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