Natsuko Shintani
Biographic Data
| ID | 1005930 |
|---|---|
| NAME | Natsuko Shintani |
| GIVEN NAMES | Natsuko |
| FAMILY NAME | Shintani |
| SIGNATURE | SHINTANI N |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-3277-9736 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy
Implementing an oral task in an EFL classroom with low proficient learners
This study employed a micro-evaluation approach to investigate a task-based lesson in a Japanese secondary school with low-proficiency learners of English. A Japanese teacher implemented a task-based lesson in her four regular classes, which typically followed traditional teacher-centered instruction prior to the current investigation. The evaluation involved three components: response-based evaluation by examining language-related, meaning-relat…
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational context. Linguistic and non-linguistic measures of declarative and procedural memory were used. The untimed grammaticality judgement test was used to mea…
A study of Chinese learners' ability to comprehend irony
Task-Based Language Teaching
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
The purpose of this case study is twofold: it (1) explores multilingual raters’ judgements regarding the accentedness and comprehensibility of second language speech and (2) examines how the raters’ language backgrounds influence their judgements. In this study, six multilingual Singaporean raters judged the accentedness and comprehensibility of 50 unfamiliar accented speech samples produced by Japanese learners of English with different proficie…
The effectiveness of post-reading word-focused activities and their associations with working memory
Foreign accentedness revisited
The current study examined how two groups of native speakers – monolingual Canadians and multilingual Singaporeans – differentially perceive foreign accentedness in spontaneous second language (L2) speech. The Singaporean raters, who had exposure to various models of English and also spoke multiple L2s on a daily basis, demonstrated more lenient accent scores than the Canadian raters, who used North American English as their primary language of c…
The Effects of Pre‐Task and Post‐Task Metalinguistic Explanations on Accuracy in Second Language Writing
Appendix A. Explicit instruction (EI) sheet. Appendix B. Text reconstruction (TR) test. Appendix C. Criteria for scoring the past counterfactual conditional. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech
The current study examined the extent to which native speakers of North American and Singapore English differentially perceive the comprehensibility (ease of understanding) of second language (L2) speech. Spontaneous speech samples elicited from 50 Japanese learners of English with various proficiency levels were first rated by 10 Canadian and 10 Singaporean raters for overall comprehensibility and then submitted to pronunciation, fluency, vocabu…
The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition
This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for productive knowledge. Furthermore, the PB proved superior to the PI for productive knowledge when both gro…
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Incidental grammar acquisition involves learners “picking up” a grammatical feature while their primary focus is on some other aspect of language—either message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical features—plural -s and copula be—in two types of instruction—focus on form (FonF) and focus on forms (FonFs). The two features were not…
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback …
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning‐Level Learners
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…
Comprehension-Based Versus Production-Based Grammar Instruction
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect size…
Comprehension-Based Versus Production-Based Grammar Instruction
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect size…
A study of Chinese learners' ability to comprehend irony
Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech
The current study examined the extent to which native speakers of North American and Singapore English differentially perceive the comprehensibility (ease of understanding) of second language (L2) speech. Spontaneous speech samples elicited from 50 Japanese learners of English with various proficiency levels were first rated by 10 Canadian and 10 Singaporean raters for overall comprehensibility and then submitted to pronunciation, fluency, vocabu…
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback …
The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Incidental grammar acquisition involves learners “picking up” a grammatical feature while their primary focus is on some other aspect of language—either message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical features—plural -s and copula be—in two types of instruction—focus on form (FonF) and focus on forms (FonFs). The two features were not…
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning‐Level Learners
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…
The effectiveness of post-reading word-focused activities and their associations with working memory
Implementing an oral task in an EFL classroom with low proficient learners
This study employed a micro-evaluation approach to investigate a task-based lesson in a Japanese secondary school with low-proficiency learners of English. A Japanese teacher implemented a task-based lesson in her four regular classes, which typically followed traditional teacher-centered instruction prior to the current investigation. The evaluation involved three components: response-based evaluation by examining language-related, meaning-relat…
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning‐Level Learners
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…
Comprehension-Based Versus Production-Based Grammar Instruction
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect size…
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback …
The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition
This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for productive knowledge. Furthermore, the PB proved superior to the PI for productive knowledge when both gro…
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Incidental grammar acquisition involves learners “picking up” a grammatical feature while their primary focus is on some other aspect of language—either message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical features—plural -s and copula be—in two types of instruction—focus on form (FonF) and focus on forms (FonFs). The two features were not…
Foreign accentedness revisited
The current study examined how two groups of native speakers – monolingual Canadians and multilingual Singaporeans – differentially perceive foreign accentedness in spontaneous second language (L2) speech. The Singaporean raters, who had exposure to various models of English and also spoke multiple L2s on a daily basis, demonstrated more lenient accent scores than the Canadian raters, who used North American English as their primary language of c…
The Effects of Pre‐Task and Post‐Task Metalinguistic Explanations on Accuracy in Second Language Writing
Appendix A. Explicit instruction (EI) sheet. Appendix B. Text reconstruction (TR) test. Appendix C. Criteria for scoring the past counterfactual conditional. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech
The current study examined the extent to which native speakers of North American and Singapore English differentially perceive the comprehensibility (ease of understanding) of second language (L2) speech. Spontaneous speech samples elicited from 50 Japanese learners of English with various proficiency levels were first rated by 10 Canadian and 10 Singaporean raters for overall comprehensibility and then submitted to pronunciation, fluency, vocabu…
The effectiveness of post-reading word-focused activities and their associations with working memory
Task-Based Language Teaching
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
The purpose of this case study is twofold: it (1) explores multilingual raters’ judgements regarding the accentedness and comprehensibility of second language speech and (2) examines how the raters’ language backgrounds influence their judgements. In this study, six multilingual Singaporean raters judged the accentedness and comprehensibility of 50 unfamiliar accented speech samples produced by Japanese learners of English with different proficie…
A study of Chinese learners' ability to comprehend irony
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational context. Linguistic and non-linguistic measures of declarative and procedural memory were used. The untimed grammaticality judgement test was used to mea…
Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy
Implementing an oral task in an EFL classroom with low proficient learners
This study employed a micro-evaluation approach to investigate a task-based lesson in a Japanese secondary school with low-proficiency learners of English. A Japanese teacher implemented a task-based lesson in her four regular classes, which typically followed traditional teacher-centered instruction prior to the current investigation. The evaluation involved three components: response-based evaluation by examining language-related, meaning-relat…
Psychology (17 works) · Linguistics (15 works) · EFL/ESL Teaching and Learning (13 works) · Second Language Acquisition and Learning (12 works) · Computer Science (11 works) · Mathematics education (10 works) · Grammar (7 works) · Second Language Learning and Teaching (7 works) · Artificial Intelligence (5 works) · Cognitive psychology (5 works)