Noriko Iwashita
List of John Benjamins publications for which Noriko Iwashita plays a role.
2024 Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching: A systematic review Individual Differences and Task-Based Language Teaching, Li, Shaofeng (ed.), pp. 228–260 | Chapter
This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The… read more
2019 Chapter 14. Development of English question formation in the EFL context of China: Recasts or prompts? Widening Contexts for Processability Theory: Theories and issues, Lenzing, Anke, Howard Nicholas and Jana Roos (eds.), pp. 327–348 | Chapter
This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the… read more
2018 Assessing writing ability in a foreign language at secondary school: Variation in performance on a communicative writing task Australian Review of Applied Linguistics 41:1, pp. 28–60 | Article
Foreign language programs in schools have a strong focus on the development of communicative language ability and, increasingly, assessment tasks are designed to capture communicative abilities required for real-world situations. In communicative test tasks, sociolinguistic and discourse… read more
2016 4. Interactional behaviours of low-proficiency learners in small group work Peer Interaction and Second Language Learning: Pedagogical potential and research agenda, Sato, Masatoshi and Susan Ballinger (eds.), pp. 113–134 | Article
Building on empirical studies investigating the relationship between interlocutors’ proficiency and learning opportunities in pair work, this chapter examines how group members’ proficiency affected the occurrence and outcome of language related episodes (LREs) and also how their proficiency level… read more
2012 Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia Describing School Achievement in Asian Languages for Diverse Learner Groups, Scarino, Angela and Catherine Elder (eds.), pp. 290–311 | Article
The present study investigates to what extent learners’ first language (L1) may have an impact on their writing and speaking performances. While Japanese continues to enjoy a large enrolment across levels in Australian schools and universities, the population of learners has become increasingly… read more
2012 Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China Task-Based Language Teaching in Foreign Language Contexts: Research and implementation, Shehadeh, Ali and Christine A. Coombe (eds.), pp. 137–162 | Article
This chapter reports on a study that investigated patterns of corrective feedback observed in teacher – student and student – student interaction in a task-based EFL class at a medium-sized university in China. Eight hours of classroom interaction data were analyzed for various types of feedback… read more
2009 Effects of learner background on the development of writing skills in Japanese as a second language Australian Review of Applied Linguistics 32:1, pp. 3.1–3.20 | Article
The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing… read more
2005 8. Planning for test performance: Does it make a difference? Planning and Task Performance in a Second Language, Ellis, Rod (ed.), pp. 219–238 | Chapter
2005 Factors affecting second language achievement in primary school Australian Review of Applied Linguistics 28:1, pp. 36–51 | Article
This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from… read more
2000 Is learner progress in lote learning comparable across languages? Defining Standards and Monitoring Progress in Learning Languages other than English, Elder, Catherine (ed.), pp. 35–60 | Article
1999 Tasks and Learners’ Output in Nonnative-Nonnative Interaction The Acquisition of Japanese as a Second Language, Kanno, Kazue (ed.), pp. 31–52 | Article