Shinsuke Tsuchiya
Biographic Data
| ID | 5434655 |
|---|---|
| NAME | Shinsuke Tsuchiya |
| GIVEN NAMES | Shinsuke |
| FAMILY NAME | Tsuchiya |
| SIGNATURE | TSUCHIYA S |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0003-3837-6815 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
日本語NOW! NihonGO NOW!: Performing Japanese Culture - Level 1 Volume 1 Textbook
Dooka Oshiete Kudasai! ‘Please, Please tell us!’: Politeness, Requests, And Learning in A Japanese Language Immersion Program
This study uses interactional sociolinguistics to analyze requests produced by American learners of Japanese during mealtime conversations in a Foreign Language Housing immersion program. Attention is given to the use of politeness strategies and honorifics during requests and to how their use may or may not encourage learning through unstructured social conversations. The analysis illustrates how honorifics are used for social activities, such a…
どなたですか? Donata desu ka? Who is that
Interactional competence and performances of compliments and consolations by learners of Japanese
In recent years there has been an increased recognition of the need for learners to understand language as social action. However, language learners are often left on their own to develop the ability to adapt to the unanticipated demands of real-world interaction. To encourage this development, attention is turning toward the notion of interactional competence (IC). The present study contributes to efforts to better understand Japanese learners’ …
From Acting Out Stories to Telling Stories: Elicitation of Oral Narrative Productions in the Japanese Language Classroom
Given the complexity and difficulty of discourse-level grammar acquisition, narrative construction can be a challenging task for many language learners as well as for language teachers to provide guidance in classroom. This paper provides a structure for narrative production practices that are based on assigned dialogues in classroom setting by following the Japanese narrative structure of kishōtenketsu 起承転結 (introduction, development, twist, and…
Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations
This study examines participation in language play (LP) during spontaneous multiparty talk in a Foreign Language Housing (FLH) program. FLH programs represent hybrid spaces where talk emerges naturally for social reasons but is framed under an institutional purpose for language learning. Given its multifunctional ability to simultaneously coordinate both sociable humor and learning-in-interaction, LP emerges as a salient resource in such dual-pur…
Finding a Balance between Diversity and Target Language: A Case of a Japanese Language Program in a Private University
One of the challenges that language professionals face in our increasingly diverse communities is establishing a balance between diversity and language standards. While Standard Japanese can be considered a common language to interact with the majority of Japanese speakers who may not be accustomed to nonnative speech (ACTFL Proficiency Guidelines, 2012), the strict requirement to follow the monolingual standard may disregard the legitimacy of mu…
The native speaker fallacy in a U.S. university Japanese and Chinese program
Informed by concepts of native speakers, racial nativism, and language socialization theory, this study documented the existence of the native speaker fallacy (Phillipson, 1992, Linguistic imperialism . Oxford: Oxford University Press) in a university‐level Japanese and Chinese program in the United States. Specifically, the researcher collected survey responses from language teachers and students, conducted interviews, and observed the teacher t…
The native speaker fallacy in a U.S. university Japanese and Chinese program
Informed by concepts of native speakers, racial nativism, and language socialization theory, this study documented the existence of the native speaker fallacy (Phillipson, 1992, Linguistic imperialism . Oxford: Oxford University Press) in a university‐level Japanese and Chinese program in the United States. Specifically, the researcher collected survey responses from language teachers and students, conducted interviews, and observed the teacher t…
Finding a Balance between Diversity and Target Language: A Case of a Japanese Language Program in a Private University
One of the challenges that language professionals face in our increasingly diverse communities is establishing a balance between diversity and language standards. While Standard Japanese can be considered a common language to interact with the majority of Japanese speakers who may not be accustomed to nonnative speech (ACTFL Proficiency Guidelines, 2012), the strict requirement to follow the monolingual standard may disregard the legitimacy of mu…
The native speaker fallacy in a U.S. university Japanese and Chinese program
Informed by concepts of native speakers, racial nativism, and language socialization theory, this study documented the existence of the native speaker fallacy (Phillipson, 1992, Linguistic imperialism . Oxford: Oxford University Press) in a university‐level Japanese and Chinese program in the United States. Specifically, the researcher collected survey responses from language teachers and students, conducted interviews, and observed the teacher t…
Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations
This study examines participation in language play (LP) during spontaneous multiparty talk in a Foreign Language Housing (FLH) program. FLH programs represent hybrid spaces where talk emerges naturally for social reasons but is framed under an institutional purpose for language learning. Given its multifunctional ability to simultaneously coordinate both sociable humor and learning-in-interaction, LP emerges as a salient resource in such dual-pur…
From Acting Out Stories to Telling Stories: Elicitation of Oral Narrative Productions in the Japanese Language Classroom
Given the complexity and difficulty of discourse-level grammar acquisition, narrative construction can be a challenging task for many language learners as well as for language teachers to provide guidance in classroom. This paper provides a structure for narrative production practices that are based on assigned dialogues in classroom setting by following the Japanese narrative structure of kishōtenketsu 起承転結 (introduction, development, twist, and…
Interactional competence and performances of compliments and consolations by learners of Japanese
In recent years there has been an increased recognition of the need for learners to understand language as social action. However, language learners are often left on their own to develop the ability to adapt to the unanticipated demands of real-world interaction. To encourage this development, attention is turning toward the notion of interactional competence (IC). The present study contributes to efforts to better understand Japanese learners’ …
日本語NOW! NihonGO NOW!: Performing Japanese Culture - Level 1 Volume 1 Textbook
Dooka Oshiete Kudasai! ‘Please, Please tell us!’: Politeness, Requests, And Learning in A Japanese Language Immersion Program
This study uses interactional sociolinguistics to analyze requests produced by American learners of Japanese during mealtime conversations in a Foreign Language Housing immersion program. Attention is given to the use of politeness strategies and honorifics during requests and to how their use may or may not encourage learning through unstructured social conversations. The analysis illustrates how honorifics are used for social activities, such a…
どなたですか? Donata desu ka? Who is that
Linguistics (6 works) · Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Computer Science (3 works) · Language, Discourse, Communication Strategies (3 works) · Multilingual Education and Policy (3 works) · Philosophy (3 works) · Discourse Analysis in Language Studies (2 works) · Political science (2 works) · Second Language Learning and Teaching (2 works)