Article published In:
Issues in the Teaching and Learning of JapaneseEdited by Nicolette Bramley and Naoko Hanamura
[Australian Review of Applied Linguistics. Series S 15] 1998
► pp. 123–138
Edited by Nicolette Bramley and Naoko Hanamura
[Australian Review of Applied Linguistics. Series S 15] 1998
► pp. 123–138
Impact of an interaction-oriented Japanese course on learners
Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.
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Kurata, Naomi
2007. Language choice and second language learning opportunities in learners’ social networks. Australian Review of Applied Linguistics 30:1 ► pp. 5.1 ff.
Spence-Brown, Robyn
2001. The eye of the beholder: authenticity in an embedded assessment task. Language Testing 18:4 ► pp. 463 ff.
Sung, Chit Cheung Matthew
2012. Exploring the role of informal social interaction in foreign language learning. Linguistics and Education 23:2 ► pp. 221 ff.
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