Many will agree that independent learning (IL) is important for learning languages successfully, but incorporating IL in a curriculum can be challenging. As part of a project to meet one of the three learning goals associated with an Assurance of Learning (AOL) initiative, researchers at a Japanese university worked towards enhancing the independent learning skills among English learners. To do this, they set up a scaffolded approach to support studentsʼ independent learning. In the spring semester of 2019, students created personalized study plans aimed at improving their targeted English skill(s). Study plans were periodically checked by teachers and revised by students. This paper explains how independent learning is incorporated into English courses and presents the results of a student survey (n=947) and a teacher survey (n=35). Most students found the IL assignments useful yet reported difficulty with locating resources or finding time to study independently. The findings led researchers to revise the IL system and to develop language learning strategies that can guide studentsʼ IL more effectively.

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This paper describes the process and outcomes of an evaluation of grammar for writing in a six-level English curriculum as part of an ongoing Assurance of Learning (AOL) project, at a university in Japan (see Blackwell, 2016). Across the writing component of the English curriculum, a lack of consistency in the method of evaluation of studentsʼ written work both within and between levels was recognised. Moreover, explicit grammar instruction was not part of the writing courses in some levels. As a consequence, the recommended range of grammatical points covered, the degree of overlap between levels, and the extent to which grammar instruction was provided, and in what sequence, were not sufficiently well understood. In the courses where grammar instruction was incorporated into writing instruction, the selection of grammar points had not been rigorously assessed to determine their relevance in terms of task fulfilment and studentsʼ needs more generally. Hence, the goal of the study described in this paper was to address the apparent absence of systematicity, clarity, and rigor in mapping out grammar for writing across the different levels of the English programme. It describes the approach taken to arrive at a clearer understanding of which grammar points should be taught, learned and assessed at which level(s) of the English programme, and for what purpose. The paper also offers practical suggestions for how to incorporate grammar instruction into a multi-level English programme.

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At the Center for Language Education at an international Japanese university, there have been level-wide changes where students are now assessed on their ability to use new target vocabulary accurately in their speaking tests. However, during these assessments students were observed to make errors frequently when using target vocabulary and their collocations. Research has shown that accurate collocation use is a key factor in differentiating between highly fluent speakers and second language learners (Booij, 2012; Bui, 2021; Godwin-Jones, 2018; Shei & Pain, 2000; Nation, 2003 ; Nesselhauf, 2003). Learning vocabulary through collocations has also proved to be an effective method in bridging the gap between comprehension and productive language use (Shei & Pain, 2000; Gass & Selinker, 2008). Therefore, a series of collocation-focused vocabulary interventions were devised with the aim to enhance studentsʼ automatization of accurate vocabulary production (DeKeyser, 2007). This classroom action research project included the participation of 10 classes, totaling 183 students. This paper showcases the results of a corpus analysis of student speaking tests, which indicated that collocation-based interventions had a positive impact on collocation accuracy in speaking.

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Nizhidaoba is composed of nizhidao ʻyou knowʼ and the modal particle ba in Mandarin Chinese. Building on previous research, this study examines how nizhidaoba is used as a response-mobilizing device to seek acknowledgement, acceptance, or agreement in different sequential environments. Adopting the methodology of Conversation Analysis and Interactional Linguistics, this study examines eight hours of audio-recorded telephone conversation in Mandarin and explores the interactional functions of [X＋nizhidaoba] (TCU-Final, Turn-Final). The study shows that [X＋nizhidaoba] is either used in the disagreement sequence or at the end of the telling sequence to display the speakerʼs stance that the listener must take into account in order to understand X. Therefore, the speakerʼs opinion or the telling can become more understandable to the listener. In this way, [X+nizhidaoba] is used to increase the listenerʼs accountability to respond.

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日本語の接触場面会話において、話し手が長いターンを維持する際に利用する手続きは、母語話者と非母語話者とで異なる傾向がある。母語話者は、発話の冒頭付近で談話標識を用いて、そのターンが長くなることを聞き手に知らせる方法や、発話の終了可能な箇所で言いさしたり、発話文を倒置したりする方法をとっている。一方、非母語話者は、言いまちがいや言いなおしによってターンが長くなっている。また、母語話者も非母語話者も発話途中で言いよどみ表現を用いるが、非母語話者が同じ表現をくり返すのに対し、母語話者の表現は多様である。さらに、母語話者も非母語話者も、長い発話の前に内容を予告する手続きを用いるが、談話構成の方法に差異があり、非母語話者の長い発話の内容は聞き手である母語話者にうまく伝わらないことがある。母語話者は多様な手続きを会話スキルとして利用し、ターンが長くなることを聞き手に早めに知らせているといえる。

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本稿は初級日本語を学習する留学生を対象とした「まち歩き」活動が、留学生に与えた影響を調査・考察したものである。所属大学の初級日本語コースにはカリキュラムで定められた学外活動がない。そこで、教室外での日本語使用及び地域との繋がりの契機となり、主体的・能動的な学習活動を促進・支援するための活動として、「まち歩き」活動を企画・実施した。そして、本活動による留学生の意識変化を調査するために、参加学生に対するアンケートと半構造化インタビューの結果を基に、質的データ分析（SCAT）を行った。その結果、教室外での日本語使用の機会が限定的で不安を感じていたことが分かった。しかし、本活動への参加を通し、実践での日本語使用による達成感や自信が得られ、日本語学習や地域と繋がることに対してより意欲的になったことが分かった。これらのことから、「まち歩き」活動が、学習意欲を刺激するとともに、地域社会に対する興味と関心を導く可能性が示された。

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