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The Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Acquisition: A Meta-Analysis

Applied linguistics, 2015-07, Vol.36 (3), p.306-325

Shintani, Natsuko

2015

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Potentials of writing-to-learn-language activities from second language acquisition research

Journal of second language writing, 2019-12, Vol.46, p.100676, Article 100676

Shintani, Natsuko

2019

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Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures

Language learning, 2014-03, Vol.64 (1), p.103-131

2014

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Exploring Language Pedagogy through Second Language Acquisition Research

1, 2014

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A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners

Language teaching research : LTR, 2011-04, Vol.15 (2), p.137-158

Shintani, Natsuko

2011

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Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech?

TESOL quarterly, 2016-06, Vol.50 (2), p.421-446

2016

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Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?

System (Linköping), 2015-04, Vol.49, p.110-119

2015

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Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies

Language learning, 2013-06, Vol.63 (2), p.296-329

2013

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A study of Chinese learners’ ability to comprehend irony

Journal of pragmatics, 2021-01, Vol.172, p.7-20

2021

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The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study

Computer assisted language learning, 2016-04, Vol.29 (3), p.517-538

Shintani, Natsuko

2016

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The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article

Journal of second language writing, 2013-09, Vol.22 (3), p.286-306

2013

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The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners

TESOL quarterly, 2015-03, Vol.49 (1), p.115-140

Shintani, Natsuko

2015

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The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment

The Modern language journal (Boulder, Colo.), 2016-03, Vol.100 (1), p.296-319

2016

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THE EFFECTS OF THE TIMING OF ISOLATED FFI ON THE EXPLICIT KNOWLEDGE AND WRITTEN ACCURACY OF LEARNERS WITH DIFFERENT PRIOR KNOWLEDGE OF THE LINGUISTIC TARGET

Studies in second language acquisition, 2017-03, Vol.39 (1), p.129-166

Shintani, Natsuko

2017

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The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners

TESOL quarterly, 2013-03, Vol.47 (1), p.36-62

Shintani, Natsuko

2013

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Input-based tasks and the acquisition of vocabulary and grammar: A process-product study

Language teaching research : LTR, 2012-04, Vol.16 (2), p.253-279

2012

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Repeating Input-based Tasks with Young Beginner Learners

RELC journal, 2012-04, Vol.43 (1), p.39-51

Shintani, Natsuko

2012

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Using tasks with young beginner learners: the role of the teacher

Innovation in language learning and teaching, 2014-01, Vol.8 (3), p.279-294

Shintani, Natsuko

2014

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The Effect of Focus on Farm and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners

TESOL quarterly, 2013-03, Vol.47 (1), p.36-62

SHINTANI, NATSUKO

2013

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Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English

Language teaching research : LTR, 2014-10, Vol.18 (4), p.521-542

2014

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The relationship between multilingual raters' language background and their perceptions of accentedness and comprehensibility of second language speech

International journal of bilingual education and bilingualism, 2019-10, Vol.22 (7), p.849-869

2019

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The effectiveness of post-reading word-focused activities and their associations with working memory

System (Linköping), 2017-11, Vol.70, p.38-49

2017

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The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing

TESOL quarterly, 2016-12, Vol.50 (4), p.945-955

2016

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Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese-accented English

Language awareness, 2016-10, Vol.25 (4), p.305-317

2016

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THE INCIDENTAL ACQUISITION OF ENGLISH PLURAL –S BY JAPANESE CHILDREN IN COMPREHENSION-BASED AND PRODUCTION-BASED LESSONS: A Process-Product Study

Studies in second language acquisition, 2010-12, Vol.32 (4), p.607-637

2010

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The Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Acquisition: A Meta-Analysis

Potentials of writing-to-learn-language activities from second language acquisition research

Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures

Exploring Language Pedagogy through Second Language Acquisition Research

A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners

Do Native Speakers of North American and Singapore English Differentially Perceive Comprehensibility in Second Language Speech?

Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?

Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies

A study of Chinese learners’ ability to comprehend irony

The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study

The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article

The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment

THE EFFECTS OF THE TIMING OF ISOLATED FFI ON THE EXPLICIT KNOWLEDGE AND WRITTEN ACCURACY OF LEARNERS WITH DIFFERENT PRIOR KNOWLEDGE OF THE LINGUISTIC TARGET

The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners

Input-based tasks and the acquisition of vocabulary and grammar: A process-product study

Repeating Input-based Tasks with Young Beginner Learners

Using tasks with young beginner learners: the role of the teacher

The Effect of Focus on Farm and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners

Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English

The relationship between multilingual raters' language background and their perceptions of accentedness and comprehensibility of second language speech

The effectiveness of post-reading word-focused activities and their associations with working memory

The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing

Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese-accented English

THE INCIDENTAL ACQUISITION OF ENGLISH PLURAL –S BY JAPANESE CHILDREN IN COMPREHENSION-BASED AND PRODUCTION-BASED LESSONS: A Process-Product Study

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