start-ver=1.4
cd-journal=joma
no-vol=10
cd-vols=
no-issue=
article-no=
start-page=21
end-page=30
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1999
dt-pub=19990801
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Teaching paraphrase as a communication strategy: a critical review and a proposal
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This paper investigates how paraphrase can be taught as a communication strategy (CS) to help learners to cope with problems they encounter in speech production. By critically reviewing the literature on practical and empirical approaches to teaching paraphrase, it reveals that the notion of paraphrase in those studies has been very limited. It then investigates what it means to paraphrase by analyzing paraphrastic expressions used in a Inonolingual dictionary and a pedagogical grammar book. This analysis results in a list of some patterns of paraphrase both at and beyond the lexical level which learners may profitably exploit to avoid or solve their communication problems. It finally makes a pedagogical proposal that paraphrase exercises should be integrated into English lessons on a regular basis, in which learners are encouraged to paraphrase every single sentence in the textbook they use by selecting the most appropriate pattern of paraphrase from among those identified while making most use of all the linguistic resources at their disposal.
en-copyright=
kn-copyright=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=Okayama University
END

start-ver=1.4
cd-journal=joma
no-vol=18
cd-vols=
no-issue=
article-no=
start-page=1
end-page=10
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2007
dt-pub=200703
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Factors Affecting Listening Comprehension Ability of Japanese Learners of English
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study aimed to examine factors that might affect listening comprehension ability of Japanese learners of English. The factors were vocabulary/grammar, reading comprehension, articulation speeds for Japanese and English words, English repeatability (Le., the ability to repeat verbal input in English), auditory short-term memory, reading rate, and reading efficiency. The present study investigated these factors for the first-year students at a Japanese senior high school and made an attempt to explore exactly how they affected listening comprehension ability of Japanese learners. The results showed that listening comprehension of learners with good short-term memory was significantly better than that of learners with poor short-term memory in cases where their vocabulary/grammar and reading test scores were within the same level. A significant correlation was also observed between the articulation speed for English words and English repeatability, and between English repeatability and listening comprehension ability.
en-copyright=
kn-copyright=

en-aut-name=TakenoJunichiro
en-aut-sei=Takeno
en-aut-mei=Junichiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Joint Graduate School, Hyogo University of Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=159
end-page=168
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2004
dt-pub=200403
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=What relationships do the efficiencies of phonological coding and lexical access have with reading comprehension for Japanese learners of English?
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study examined the relationships between the efficiencies of phonological coding and lexical access of written words and reading comprehension for Japanese senior high
school students of English. The primary objective was to verify the speculations on how oral reading practice helps to develop reading comprehension skills: (a) it improves the efficiency of phonological coding; and (b) it enhances the efficiency of lexical access. The efficiencies of phonological coding and lexical access were measured as the articulating speed
of written words and as Stroop interference (Stroop, 1935) respectively. The results showed that there was a significant relationship between the efficiency of phonological coding and reading comprehension, which supported speculation (a), but that there was no significant relationship between the efficiency of lexical access and reading comprehension, which refuted speculation (b). Some pedagogical implications were also suggested.
en-copyright=
kn-copyright=

en-aut-name=MiyasakoNobuyoshi
en-aut-sei=Miyasako
en-aut-mei=Nobuyoshi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Joint Graduate School, Hyogo University o/Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END

start-ver=1.4
cd-journal=joma
no-vol=17
cd-vols=
no-issue=
article-no=
start-page=21
end-page=30
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2006
dt-pub=200603
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Influences of Attention and Noticing on Second Language Acquisition
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study aims to investigate how realizing problems during translation from Japanese to English and noticing fonns in written model sentences encoumge learners to internalize linguistic items. Thirty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they wrote down problems they had realized while translating Japanese into English and also took notes of what fonns they had noticed in looking at model sentences. A post test was given in the following week to examine how the participants internalized target linguistic items. The results are: 1) realizing problems and noticing forms prompt the immediate internalization of linguistic items and play an important role in mapping already learned foons with the new meanings in all proficiency levels, and 2) realizing problems and noticing fonns make advanced learners internalize more linguistic items.
en-copyright=
kn-copyright=

en-aut-name=IwanakaTakahiro
en-aut-sei=Iwanaka
en-aut-mei=Takahiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Hyogo University of Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END

start-ver=1.4
cd-journal=joma
no-vol=18
cd-vols=
no-issue=
article-no=
start-page=121
end-page=130
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2007
dt-pub=20070301
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Roles of Output and Noticing in SLA: Does Exposure to Relevant Input Immediately After Output Promote Vocabulary Learning?
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study aims to investigate how noticing fonns in relevant input presented immediately after output encourages learners of English to take lexical items into their IL systems. Twenty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they worked on guided composition, and then took notes of what fonns they had noticed in looking at relevant input presented immediately after output. The participants were asked to work on the same guided composition in the following week to examine how they retained lexical items from the relevant input. The results are: 1) The output-input process leads advanced learners to retain more lexical items;. 2) The uptake is promoted when: i) the participants analyze a fonn in the relevant input syntactically, and/or ii) the participants perceive a fonn in the model as being in contrast with its cOWlterpart in their own output and realize Wlgrammatical or less appropriate status ofthe latter; and 3) The output-input process helps learners gain lexical knowledge on use.
en-copyright=
kn-copyright=

en-aut-name=IwanakaTakahiro
en-aut-sei=Iwanaka
en-aut-mei=Takahiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Graduate School, Hyogo University of Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END