Kyoko Masuda
Datos Biográficos
| ID | 3823767 |
|---|---|
| NOMBRE | Kyoko Masuda |
| NOMBRES | Kyoko |
| APELLIDO | Masuda |
| FIRMA | MASUDA K |
| AFILIACIONES | Georgia Institute of Technology |
| ORCID | 0000-0003-3473-8970 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 25 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
How a Usage-Based Approach Promotes Conceptual Development and Natural Use of Japanese Passives
L1 transfer is well-attested in SLA; negative transfer is common when learners encounter a typologically distinct language. English-speaking learners often struggle with Japanese passives, which differ significantly from English passives both conceptually and grammatically. While English passives primarily defocus the agent, Japanese passives serve multiple semantic and discourse functions, often maintaining a focus on (and empathy toward) the ex…
Learning Japanese interactional particles through a usage-based and concept-based language instruction
The purpose of the current study is two-fold. First, this paper aims to uncover the three-year acquisition process of three interactional particles, ne, yo, and yone by three Chinese-speaking learners of Japanese in a corpus. Among the three particles, yone appeared the latest after one year of study abroad, and the learners progressed in their usage by trying to share epistemic stance and assessments by using yone. However, understanding the epi…
Teaching Subjective Construal and Related Constructions with SCOBAs
Japanese and English have substantial typological differences, including different construal patterns. Construal patterns reflect linguistic framing of events, more objectively or more subjectively, depending on whether the speaker is understood as a separate part of the scene or as merged with the scene. English frames events using objective construal more often than subjective construal; Japanese overwhelmingly prefers subjective construal. Und…
Discourse functions and pitch patterns of the Japanese interactional particle yo in student-professor conversation
Until recently Japanese interactional particles have largely been investigated in various social contexts without paying much attention to intonation. Building on Shimotani (2006) that examined discourse functions and the intonation yo in informal talk among friends, the current study intends to contribute to interactional particle research by analyzing yo in six sets of one-to-one student-professor conversations. The findings demonstrate that th…
Pair-work dynamics
Adopting microgenetic analysis of languaging (Swain, 2006) in pair-work, this study aims to advance our understanding of learners’ developmental processes for the complex concepts of Japanese particles ni/de. Two pairs whose learning outcomes differed were chosen, and their languaging was examined, focusing on ‘stronger’ learners, the peers who showed more target-like knowledge of particles on fill-in-theblank pre-test than their partners. Both i…
Style-shifting in student–professor conversations
Morphological Congruency and the Acquisition of L2 Morphemes
The present study examined the proposal that the presence of a similar morpheme in the learner's first and second languages (L2) facilitates morphological development in the L2. Advanced Russian and Japanese speakers of English as a second language performed a self-paced reading task in which they read English sentences word by word for comprehension. Russian participants showed a reliable sensitivity to plural errors, but Japanese participants d…
Morphophonological variability and form-function regularity
Development of the ability to lexically encode novel second language phonemic contrasts
Second language (L2) learners must often learn to perceive and produce novel L2 phoneme contrasts. Although both research and intuition suggest that these difficulties can be overcome to some extent with exposure to the L2, it is not known what consequences this kind of learning has for the phonological structure of the L2 lexicon. We present an experiment designed to investigate the lexical representations that learners establish for L2 words th…
Development of the ability to lexically encode novel second language phonemic contrasts
Second language (L2) learners must often learn to perceive and produce novel L2 phoneme contrasts. Although both research and intuition suggest that these difficulties can be overcome to some extent with exposure to the L2, it is not known what consequences this kind of learning has for the phonological structure of the L2 lexicon. We present an experiment designed to investigate the lexical representations that learners establish for L2 words th…
Morphological Congruency and the Acquisition of L2 Morphemes
The present study examined the proposal that the presence of a similar morpheme in the learner's first and second languages (L2) facilitates morphological development in the L2. Advanced Russian and Japanese speakers of English as a second language performed a self-paced reading task in which they read English sentences word by word for comprehension. Russian participants showed a reliable sensitivity to plural errors, but Japanese participants d…
Development of the ability to lexically encode novel second language phonemic contrasts
Second language (L2) learners must often learn to perceive and produce novel L2 phoneme contrasts. Although both research and intuition suggest that these difficulties can be overcome to some extent with exposure to the L2, it is not known what consequences this kind of learning has for the phonological structure of the L2 lexicon. We present an experiment designed to investigate the lexical representations that learners establish for L2 words th…
Morphophonological variability and form-function regularity
Morphological Congruency and the Acquisition of L2 Morphemes
The present study examined the proposal that the presence of a similar morpheme in the learner's first and second languages (L2) facilitates morphological development in the L2. Advanced Russian and Japanese speakers of English as a second language performed a self-paced reading task in which they read English sentences word by word for comprehension. Russian participants showed a reliable sensitivity to plural errors, but Japanese participants d…
Style-shifting in student–professor conversations
Pair-work dynamics
Adopting microgenetic analysis of languaging (Swain, 2006) in pair-work, this study aims to advance our understanding of learners’ developmental processes for the complex concepts of Japanese particles ni/de. Two pairs whose learning outcomes differed were chosen, and their languaging was examined, focusing on ‘stronger’ learners, the peers who showed more target-like knowledge of particles on fill-in-theblank pre-test than their partners. Both i…
Teaching Subjective Construal and Related Constructions with SCOBAs
Japanese and English have substantial typological differences, including different construal patterns. Construal patterns reflect linguistic framing of events, more objectively or more subjectively, depending on whether the speaker is understood as a separate part of the scene or as merged with the scene. English frames events using objective construal more often than subjective construal; Japanese overwhelmingly prefers subjective construal. Und…
Discourse functions and pitch patterns of the Japanese interactional particle yo in student-professor conversation
Until recently Japanese interactional particles have largely been investigated in various social contexts without paying much attention to intonation. Building on Shimotani (2006) that examined discourse functions and the intonation yo in informal talk among friends, the current study intends to contribute to interactional particle research by analyzing yo in six sets of one-to-one student-professor conversations. The findings demonstrate that th…
Learning Japanese interactional particles through a usage-based and concept-based language instruction
The purpose of the current study is two-fold. First, this paper aims to uncover the three-year acquisition process of three interactional particles, ne, yo, and yone by three Chinese-speaking learners of Japanese in a corpus. Among the three particles, yone appeared the latest after one year of study abroad, and the learners progressed in their usage by trying to share epistemic stance and assessments by using yone. However, understanding the epi…
How a Usage-Based Approach Promotes Conceptual Development and Natural Use of Japanese Passives
L1 transfer is well-attested in SLA; negative transfer is common when learners encounter a typologically distinct language. English-speaking learners often struggle with Japanese passives, which differ significantly from English passives both conceptually and grammatically. While English passives primarily defocus the agent, Japanese passives serve multiple semantic and discourse functions, often maintaining a focus on (and empathy toward) the ex…
Linguistics (8 obras) · Psychology (8 obras) · EFL/ESL Teaching and Learning (6 obras) · Language, Discourse, Communication Strategies (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Language, Metaphor, and Cognition (3 obras) · Philosophy (3 obras) · Discourse Analysis in Language Studies (2 obras) · Language acquisition (2 obras)