Saori Hoshi
Biographic Data
| ID | 5434767 |
|---|---|
| NAME | Saori Hoshi |
| GIVEN NAMES | Saori |
| FAMILY NAME | Hoshi |
| SIGNATURE | HOSHI S |
| AFFILIATIONS | University of California, Santa Cruz |
| ORCID | 0000-0002-7212-5270 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Development of L2 interactional resource in pragmatics instruction: Use of Japanese interactional particle ne in assessment activity
The present study examined the development of interactional competence (IC) by JFL learners in an explicitly instructed setting, focusing on their use of a Japanese interactional particle ne in spontaneous conversation with NS classroom guests. More specifically, the study explores the impact of pragmatics instruction on the learners’ change in participation in assessment activity (Goodwin 1986) using ne in conversation. The instruction, incorpor…
Transmediating race and senses through subtitling in translanguaging classroom
This article reflects on a transdisciplinary curricular project in a Japanese language course that employs audio–visual subtitling to promote students’ critical literacies in languages, cultures, and media. Drawing on Nornes’s (2015) notion of “sensuous subtitling,” which embraces the incorporation of the “materiality of language” into translation, we present how students’ experimental subtitlings potentially make a transformative intervention in…
Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle Yo in Spontaneous Peer Conversation
The present study examines the development of L2 interactional competence (Hall et al. 2011) focusing on JFL learners’ use of a Japanese interactional particle yo in spontaneous conversation with native speaker peers. More specifically, this study aims to investigate the instructional effectiveness for the learners’ ability to use the particle yo as an epistemic marker for joint stance taking (Morita 2015, 2018) in interaction. The study implemen…
Beyond Classroom Discourse: Learning as Participation in Native Speaker–Learner and Learner–Learner Interactions
Consistent with the notion of learning as changing participation (Lave & Wenger, 1991; Rogoff, 1998; Sfard, 1998; Young & Miller, 2004), the present qualitative study investigated how social interaction between learners of Japanese as a foreign language and native speaker classroom guests contributed to the students' use of second language (L2) linguistic resources in their productive performance over time. Specifically, the study considered the …
Beyond Classroom Discourse: Learning as Participation in Native Speaker–Learner and Learner–Learner Interactions
Consistent with the notion of learning as changing participation (Lave & Wenger, 1991; Rogoff, 1998; Sfard, 1998; Young & Miller, 2004), the present qualitative study investigated how social interaction between learners of Japanese as a foreign language and native speaker classroom guests contributed to the students' use of second language (L2) linguistic resources in their productive performance over time. Specifically, the study considered the …
Beyond Classroom Discourse: Learning as Participation in Native Speaker–Learner and Learner–Learner Interactions
Consistent with the notion of learning as changing participation (Lave & Wenger, 1991; Rogoff, 1998; Sfard, 1998; Young & Miller, 2004), the present qualitative study investigated how social interaction between learners of Japanese as a foreign language and native speaker classroom guests contributed to the students' use of second language (L2) linguistic resources in their productive performance over time. Specifically, the study considered the …
Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle Yo in Spontaneous Peer Conversation
The present study examines the development of L2 interactional competence (Hall et al. 2011) focusing on JFL learners’ use of a Japanese interactional particle yo in spontaneous conversation with native speaker peers. More specifically, this study aims to investigate the instructional effectiveness for the learners’ ability to use the particle yo as an epistemic marker for joint stance taking (Morita 2015, 2018) in interaction. The study implemen…
Transmediating race and senses through subtitling in translanguaging classroom
This article reflects on a transdisciplinary curricular project in a Japanese language course that employs audio–visual subtitling to promote students’ critical literacies in languages, cultures, and media. Drawing on Nornes’s (2015) notion of “sensuous subtitling,” which embraces the incorporation of the “materiality of language” into translation, we present how students’ experimental subtitlings potentially make a transformative intervention in…
Development of L2 interactional resource in pragmatics instruction: Use of Japanese interactional particle ne in assessment activity
The present study examined the development of interactional competence (IC) by JFL learners in an explicitly instructed setting, focusing on their use of a Japanese interactional particle ne in spontaneous conversation with NS classroom guests. More specifically, the study explores the impact of pragmatics instruction on the learners’ change in participation in assessment activity (Goodwin 1986) using ne in conversation. The instruction, incorpor…
EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Psychology (4 works) · Communication (2 works) · Discourse Analysis in Language Studies (2 works) · Language, Discourse, Communication Strategies (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Pragmatics (2 works) · Sociology (2 works)