Kimi Nakatsukasa

Kimi Nakatsukasa
Texas Tech University | TTU · Department of Classical and Modern Languages and Literatures

About

16
Publications
8,768
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403
Citations
Citations since 2016
10 Research Items
280 Citations
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201620172018201920202021202201020304050
201620172018201920202021202201020304050

Publications

Publications (16)
Presentation
This hands-on workshop introduces participants to varied methods of coding multimodal (in particular video) data from a range of different perspectives, including McNeillian (psycholinguistic), Discourse Analytic (sociolinguistic), and Ethnomethodological (Conversation Analytic). Participants will gain an understanding of some of the most useful so...
Article
To explore the value of introspective measures in aptitude-treatment interaction (ATI) research, this study analyzed the cognitive profiles and concurrent think-alouds of six university learners of Japanese who were highly successful, moderately successful, or unsuccessful under two computer-mediated feedback conditions in a larger ( N = 80) quanti...
Chapter
It is crucial for learners to know vocabulary in order to understand and communicate in a second language. In this chapter, concepts and theories of second language (L2) vocabulary acquisition are reviewed. The features that distinguished signed language from spoken language in the L2 learning of sign language vocabulary are described. Research stu...
Article
This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verba...
Article
Full-text available
Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners’ first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught complete...
Article
Full-text available
This study investigates whether gestures can be used during recasts to enhance the saliency of a target structure (locative prepositions) and to lead to better production of the target structure. Forty-eight low-intermediate English as a second language (ESL) students partook in communicative activities during which they received either no feedback...
Conference Paper
Full-text available
Recent studies in music psychology have reported a positive effect of musical training on the development of a child's first language. We hypothesize that a similar effect will exist for foreign language (L2) learning skills. In a pilot study, two subject groups were matched in terms of age and gender; a musician group of advanced students in music...
Article
This study investigates a teacher’s L1 use during focus-on-form episodes (FFEs). FFEs assist L2 learning by bringing learners’ attention to language. We studied the language used in FFEs in a Spanish as a foreign language (SFL) classroom to better understand the pedagogical purposes of L1 use in the classroom. We video-recorded 12 hours of an inter...
Article
Full-text available
Learner beliefs are an important individual difference in second language (L2) learning. Furthermore, an ongoing debate surrounds the role of grammar instruction and error correction in the L2 classroom. Therefore, this study investigated the beliefs of L2 learners regarding the controversial role of grammar instruction and error correction. A tota...
Article
Full-text available
The efficacy of corrective feedback provided during classroom interaction is the topic of much current debate in the second language (L2) literature, and innovative methodology is needed in order to explore this complex issue. Several studies have investigated learners' perceptions about corrective feedback (Egi, in press; Kim & Han, in press; Mack...

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