Japan Association for Language Teaching (JALT) Journal, 1996.

Sonst. Personen	Swenson, Tamara (Hrsg.)
Institution	Japan Association for Language Teaching, Tokyo.
Titel	Japan Association for Language Teaching (JALT) Journal, 1996.
Quelle	18 (1996) 2, (377 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; japanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese; College Entrance Examinations; College Faculty; Communicative Competence (Languages); Computer Assisted Instruction; Cultural Differences; English for Academic Purposes; English (Second Language); Foreign Countries; Foreign Students; Higher Education; Intercultural Communication; Language Proficiency; Language Teachers; Language Tests; Language Variation; North American English; Reading Processes; Second Language Instruction; Secondary Education; Sociolinguistics; Structural Analysis (Linguistics); Student Behavior; Student Role; Suprasegmentals; Teacher Attitudes; Tutorial Programs; Writing Instruction; Japan + Suchen Sie Ihr Suchwort? China; Chinesen; Aufnahmeprüfung; Fakultät; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Computer based training; Computerunterstützter Unterricht; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Language test; Sprachtest; Sprachenvielfalt; Amerikanisches Englisch; Leseprozess; Fremdsprachenunterricht; Sekundarbereich; Soziolinguistik; Structural analysis; Strukturanalyse; Student behaviour; Schülerverhalten; Lehrerverhalten; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schreibunterricht
Abstract	The two issues of the journal for teachers of English as a second language in Japan include these articles: "What Do JTEs Really Want?" (Wendy F. Scholefield); "Do EFL Learners Make Instrumental Inferences When Reading? Some Evidence from Implicit Memory Tests" (Suzanne Collins, Hidetsugu Tajika); "Function and Structure of Academic English" (Martha C. Pennington); "Writing on Academic Topics: Externalizing Rhetorical Processes in an Intercultural Context" (Jack Kimball); "American English, Japanese, and Directness: More Than Stereotypes" (Kenneth R. Rose); "High School English Textbooks and College Entrance Examinations: A Comparison of Reading Passage Difficulty" (Shinji Kimura, Brad Visgatis); "Detecting Cross-Linguistic Difficulties in Learning English: Using a Text Reconstruction Program" (Regina Lo); "Professors' Expectations of Foreign Students in Freshman-Level Courses" (David Kehe, Peggy Kehe); "Global Issues in EFL: Why and How" (Daniel McIntyre); "Imagery, Verbal Processes, and Second Language Learning (James W. Ney); "Testing English Tests: A Language Proficiency Perspective" (Akihiro Ito); "Assistant Language Teachers in Junior High School" (James Sick); "Motivational Differences Between Chinese and Japanese Learners of English as a Foreign Language" (Bill Teweles); "Teacher Preferences of Student Behavior in Japan" (Catherine L. Sasaki); "The Essential Role of Negotiation in the Communicative Classroom" (Teresa Pica); "Change of Interactive Contact Situations and Social Strategies" (in Japanese) (Satoshi Miyazaki, Jun Pirotta-Maruyama);"But I Don't Want To Be Rude: On Learning How To Express Anger in the L2" (Mitsuyo Toya, Mary Kodis); "The Role of Teachers and Students in Academic Writing Tutorials" (Adrienne Nicosia, Lynn Stein); "Teaching Suprasegmentals to Japanese Learners of English Through Electronic Visual Feedback" (Janet Anderson-Hsieh); and "Teaching Sociolinguistic Knowledge in Japanese High Schools" (Kiwamu Izumi). Book reviews are also included in each issue. (MSE)
Anmerkungen	JALT Central Office, Urban Edge Bldg., 5th fl, 1-37-9 Taito, Taito-ku, Tokyo 110 Japan.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC