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Journal articles on the topic '認知言語学'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Shintani, Mayu. "Image Schema-Based Instruction in English Grammar." JALT2015—Focus on the Learner 2015, no. 1 (2016): 285. http://dx.doi.org/10.37546/jaltpcp2015-38.

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Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We al

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Nakachi, Kento. "Familiarity and Unfamiliarity: My Language Learning Journey." Nagoya JALT Journal 1, no. 1 (2020): 87–96. http://dx.doi.org/10.37546/jaltchap.nagoya1.1-6.

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Sharing various types of language learning experiences can help learners to develop their language learning strategies. It can also help educators to become aware of how an instructional approach can impact their students. This paper illustrates how I, a Japanese university student, have learned languages, how classroom instructions have affected my language learning, and in what context I have studied. Based on the languages I have learned (English, French, and Russian) and on the two of my study abroad experiences, I divided my language learning history into four sections with the correspond

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Birdsell, Brian. "Enhancing Phrasal Verb Learning: A Quasi-experimental Study of Different Approaches." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 244. http://dx.doi.org/10.37546/jaltpcp2020-30.

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Phrasal verbs (PVs) are notoriously difficult for language learners since they are numerous in number, highly polysemous, as well as metaphorical, and the meaning is often opaque. Over the past two decades, researchers have shown the benefits of using a cognitive linguistic approach to teaching them. Expanding this line of research, a quasi-experimental study was conducted to investigate the effects of an embodied approach to teaching phrasal verbs. An embodied learning approach focuses on movement, gesture, and enactment as a way to facilitate language learning. Student participants (N = 80)

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Suzuki, Hiroshi, and Peter Roger. "Foreign Language Anxiety in Teachers." JALT Journal 36, no. 2 (2014): 175. http://dx.doi.org/10.37546/jaltjj36.2-2.

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In the 2013 Course of Study for senior high schools, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) mandated that English should be taught, wherever possible, through the medium of English. Against this backdrop, we investigated the experiences of foreign language anxiety (FLA) among 15 Japanese teachers of English in relation to their teaching practices and beliefs. The findings, from interviews, questionnaires, and self-reflections, indicate that experiences of FLA among participants stem from two broad categories of factors. The first is the teachers’ con

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Saito, Yukie. "「英語の授業は英語で」に関する高校教師の認知調査と授業実践 • High School Teachers’ Cognition of the Policy of “English Classes in English,” and Their Classroom Practice". Language Teacher 41, № 1 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.1-1.

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2012年4月から実施の現行学習指導要領には高校の英語に関して、クラスを実際のコミュニケーションの場にするために、英語のクラスは英語で行われるべきであると明記されている。高校教師の「英語の授業は英語で」行う方針に対しての認知、授業実践、また教師の認知と授業実践に影響を与えている要因に関して調査をするために、2015年度に3人の高校英語教師へのインタビューとその教師が担当する授業見学を行った。Borg (2006)の言語教師の枠組みを参考に分析したインタビュー結果によると、教師のTEFLやTESOLコースへの参加経験、同僚との支援体制、また生徒の英語で行われる英語の授業への肯定的な反応などが、教師の認知と授業実践に影響を与えていることがわかった。授業見学データは教師がどれくらい英語と日本語を使っているか、またいつ英語と日本語を使っているかという視点で分析した。結果、英語と日本語使用の程度は、各教師によって異なっていることがわかった。インタビューと授業見学から、大学入試が教師の認知と授業実践に著しく影響を与えていることが浮き彫りとなった。 The MEXT Course of Study for senior high school, enacted in April 2012, states that English classes are to be conducted in En

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Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.

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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English

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Mueller, Charles, and Allen Walzen. "Is Willingness to Communicate Associated With More Positive Online Chat Experiences?" JALT Journal 42, no. 2 (2020): 103. http://dx.doi.org/10.37546/jaltjj42.2-1.

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Willingness to Communicate (WTC) has been put forth as a model (MacIntyre et al., 1998) of situations and attitudes that facilitate L2 learners’ openness to opportunities for L2 use and concomitant behaviors. In the current study, this model’s criterion-related validity was examined through a comparison of WTC survey results with results of a subsequently administered survey regarding the online chat experiences of Japanese and Taiwanese learners of English. The participants (N = 190) were Japanese and Taiwanese EFL students who took part in an online chat program, in class and/or as homework.

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Dizon, Gilbert. "Japanese Students’ Attitudes Towards the Use of Facebook in the EFL Classroom." Language Teacher 39, no. 5 (2015): 9. http://dx.doi.org/10.37546/jalttlt39.5-2.

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Facebook is the most widely used social networking site in the world. However, little is known of the views that Japanese students have towards its use to enhance language learning. This paper reports on a survey of students in Japan to determine their perceptions of the use of Facebook in four EFL courses. The participants were 41 students who were a part of the Faculty of Foreign Studies at a university in Japan. Students were divided into separate Facebook groups according to their class and were required to participate in weekly discussions through the site. The results revealed that the s

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Brooks, Gavin. "Vocabulary Usage in Second Language Presentations." JALT Postconference Publication 2019, no. 1 (2020): 288. http://dx.doi.org/10.37546/jaltpcp2019-34.

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While oral presentations are an important part of many university classes, because of the time and effort needed to transcribe spoken presentations for analysis, presentations are an underrepresented area of research. In order to help better understand the vocabulary used in oral presentations, 22 impromptu and prepared presentations from 11 first-year students were analyzed for lexical diversity using three different measures. The lexical diversity of these presentations was then correlated to a measure of the participants’ vocabulary knowledge. While there was a positive relationship between

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LaClare, Elton. "Does Dyslexia Occur Among Japanese English Language Learners?" Language Teacher 41.4 41, no. 4 (2017): 19. http://dx.doi.org/10.37546/jalttlt41.4-4.

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Dyslexia is the most commonly diagnosed learning disability in the English-speaking world, affecting between 10 and 20 percent of the adult population of countries such as the United States, Britain, and Canada (International Dyslexia Association, 2016). While diagnosis and treatment of dyslexia focusses on the act of reading, the underlying cause of the condition is thought to be a phonological processing disorder that inhibits an individual’s ability to identify separate speech sounds (International Dyslexia Association, 2002). Awareness of dyslexia has risen steadily among speakers of other

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Irie, Kay. "What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies." JALT Journal 25, no. 1 (2003): 86. http://dx.doi.org/10.37546/jaltjj25.1-4.

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This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in

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Butterfield, Jeffrie. "Loanwords and Pragmatic Competence." JALT Postconference Publication 2019, no. 1 (2020): 282. http://dx.doi.org/10.37546/jaltpcp2019-33.

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The extensive number of English loanwords in Japanese can be an invaluable resource for language learners in Japan and knowledge of them can aid in the recognition and comprehension of English vocabulary. However, because comparatively few of the English loanwords used in Japanese share all of the same meanings and usages with their English source words, it can lead to grammatical, semantic, and pragmatic errors if language learners are not aware of the similarities and differences, which are rarely taught in language classrooms. In this paper I explore factors related to English loanwords in

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Nakachi, Kento. "Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI)." Nagoya JALT Journal 2, no. 1 (2021): 53–70. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-3.

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A fruitful discussion on language learning strategies has taken place in the field of second language research. However, little is known about grammar learning strategy (GLS) use (Pawlak, 2013, 2018, 2020). The present study explores GLS utilized by 145 English-major university students with Grammar Learning Strategy Inventory (GLSI), a data-collecting instrument developed by Pawlak (2018, 2020). In addition, the current study examines TOEIC scores extracted from 27 student participants to investigate if there is any correlation between GLS use and TOEIC scores. The descriptive data analysis r

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Nishimuro, Masateru, and Simon Borg. "Teacher Cognition and Grammar Teaching in a Japanese High School." JALT Journal 35, no. 1 (2013): 29. http://dx.doi.org/10.37546/jaltjj35.1-2.

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In this paper we examine the relationship between teachers’ practices and cognitions in teaching grammar. A qualitative analysis of classroom observations and interviews with three experienced Japanese teachers of English highlights both the key features of these teachers’ pedagogies in teaching grammar and the cognitions underpinning their work. Their practices were characterized by detailed teacher-fronted explanations of grammatical forms, metalinguistic explicitness, and the use of the L1. These practices were underpinned by the teachers’ beliefs about the value of grammar, though there wa

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Isemonger, Ian. "Perceptual Learning Styles and Lessons in Psychometric Weakness." JALT Journal 34, no. 1 (2012): 5. http://dx.doi.org/10.37546/jaltjj34.1-1.

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In this critical review, I argue that the usefulness of perceptual learning styles constructs within applied linguistics is very limited. Researchers within applied linguistics have neglected to engage with objections to these constructs which date back to the 1970s within general educational research. Problems of poor instrumentation are considerable and predictive power has not sufficiently been demonstrated. It is argued that these constructs present a special case for measurement because they are not easily operationalized through statements on self-report questionnaires. The review discus

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Shaules, Joseph, Robinson Fritz, and Sumiko Miyafusa. "Measuring Resistance and Engagement: The Linguaculture Motivation Profiler." JALT Postconference Publication 2019, no. 1 (2020): 92. http://dx.doi.org/10.37546/jaltpcp2019-12.

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This paper is a report on a research project examining psychological resistance to foreign language learning and describes the development of a psychometric instrument—the Linguaculture Motivation Profiler (LMP). The authors argue that in SLA, motivation is often conceptualized in binary terms—motivated vs. unmotivated. They indicate that, in fact, humans have two neurocognitive motivational systems—approach motivation and avoidance motivation. Borrowing from intercultural adjustment theory, the researchers argue that negative reactions to the psychological challenges of language learning are

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Garland, Brendan. "Gairaigo: Japanese EFL Learners’ Hidden Vocabulary." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 192. http://dx.doi.org/10.37546/jaltpcp2020-24.

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Japanese is a language that accepts a great number of foreign words (known as gairaigo) into its lexicon, and in modern times these words come predominantly from English. However, despite containing a base of thousands of common English words, the study and use of this latent vocabulary to benefit EFL learners has not been fully realized. This paper describes an exploratory study of a short course given to a university EFL class in Japan, which was intended to explore ways to activate learners’ English-gairaigo vocabulary. Students received lessons in recognition of English-based gairaigo, dif

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Dalton, Colleen. "Uncovering Culture Inside the Classroom: A Look at Language." Language Teacher 44, no. 6 (2020): 43. http://dx.doi.org/10.37546/jalttlt44.6-2.

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Agar (1994) coined the word languaculture to highlight the inseparability of language and culture. He explained the connection by suggesting that culture is something that “happens” when people are learning to communicate in another language. In this paper, languaculture is presented as a natural learning process that may be exploited for classroom use. First an outside-the-classroom languaculture journey is described using images from archaeology: discovery, excavation, analysis, and archiving. This process is then explored as a way to enrich foreign language education inside the classroom. A

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Moritani, Hiroshi, and Chiaki Iwai. "Role Identities of Japanese Teachers of English at Japanese Universities." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 50. http://dx.doi.org/10.37546/jaltpcp2018-07.

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As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) profession

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Strong, Gregory. "EAP as a Bridge to EMI: Learning from the UK." Language Teacher 43, no. 6 (2019): 3. http://dx.doi.org/10.37546/jalttlt43.6-2.

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Japanese universities are increasing their course offerings through English-medium instruction (EMI) and even full-degree English-taught programs (ETP), but language proficiency and the integration of language support courses and EMI classes remain challenges. English for academic purposes (EAP) courses might be used as a bridge to EMI coursework just as they assist international students coming to study in the UK. UK EAP programs are explored through statistics on international students, a description of testing and degree entry language requirements, and semi-structured interviews with 10 EA

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Goto Butler, Yoko. "Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan." JALT Journal 29, no. 1 (2007): 7. http://dx.doi.org/10.37546/jaltjj29.1-1.

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Recently, there have been a number of studies focusing on the qualifications of native and nonnative language teachers. The notion that native speakers constitute the ideal language teachers appears to be widespread among teachers and students. This concept has been particularly influential in English teaching, although its validity has been questioned. This study aims to identify perceptional factors that are most likely to be associated with the notion held among many nonnative English-speaking teachers in East Asia that native English speakers are the ideal language teachers. This study foc

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Leis, Adrian. "Study Abroad and Willingness to Communicate: A Case Study at Junior High School." Language Teacher 39, no. 3 (2015): 3. http://dx.doi.org/10.37546/jalttlt39.2-1.

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The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad progr

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Gibbon, Ben, and Yuya Nakagawa. "Repurposing EFL Professional Development Frameworks for Students-Use; Releasing Responsibility for Learner Self-Reflection, Agency, and Metacognition." Nagoya JALT Journal 2, no. 1 (2021): 15–52. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-2.

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The quantitative case study investigates whether Freeman’s (1989) K.A.S.A teacher framework is effective when adjusted for student use during self-reflection tasks. The potential of this teaching method to improve learner study skills, namely to scaffold learner autonomy, will be considered. This paper offered a framework to 30 students as an autonomous self-assessment task, their answers were analysed using KH Coder 3, a text-mining software, to quantitatively identify clusters of lexemes expressed by participants to determine whether they had cited the framework’s dimensions of knowledge, at

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Eidswick, John, Greg Rouault, and Max Praver. "Judging books by their covers and more: Components of interest in graded readers." Language Teacher 35, no. 3 (2011): 11. http://dx.doi.org/10.37546/jalttlt35.3-2.

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The present study explored pre- and post-reading perceptions of the motivational variable interest in simplified novels (graded readers) of intermediate-level students (N = 89) in an intensive English program at a private university in Japan. The study examined participants’ reported overall interest, and lack thereof, in an assigned set of six graded readers. Results confirmed that the selected books represented a wide variety of interest and boredom components, a finding that underscores the importance of assessing student interests in relation to ESL/EFL classroom activities. The study also

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Kodera, Tomiko. "Language, Cognition and Clinical Practice for Language-Delayed Children." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 304–8. http://dx.doi.org/10.5112/jjlp.38.304.

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서순현. "「入れる」と「넣다」の意味分析 -認知言語学の意味拡張の観点から-". Japanese Language and Literature Association of Daehan ll, № 59 (2013): 71–88. http://dx.doi.org/10.18631/jalali.2013..59.005.

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Bray, Eric, and Septina Nur Iswanti. "Japan–Indonesia intercultural exchange in a Facebook Group." Language Teacher 36, no. 2 (2012): 29. http://dx.doi.org/10.37546/jalttlt36.2-5.

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Facebook has become a worldwide phenomenon and is currently the most popular social networking service by worldwide active users. Being so widely used, its potential for use in intercultural exchanges is promising. However, as yet there is little discussion of how Facebook can best be used in an intercultural exchange. A valuable feature of Facebook is the ability to create a Facebook Group where instructors have control of membership, and where activities designed to encourage language learning and greater cultural awareness can be implemented. This paper will describe and evaluate an intercu

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Hamada, Megumi, and Chaehee Park. "Research Forum: The Role of Think-Aloud and Metacognitive Strategies in L2 Meaning-Inference During Reading." JALT Journal 35, no. 1 (2013): 101. http://dx.doi.org/10.37546/jaltjj35.1-6.

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Lexical inference is an important word learning method, yet it is still unknown what kind of instruction will improve inference accuracy. In this study we investigated whether think-aloud can enhance metacognitive strategies while inferring the meaning of unknown words encountered during reading and lead to higher inference accuracy. Two groups of college-level Korean L1 ESL students inferred the meanings of pseudowords in a short passage in a pretest-posttest design. The think-aloud group (n = 19) performed the task verbalizing their thoughts, while the control group (n = 20) performed it sil

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Kuwabara, Hidenori, Kevin M. McManus, and Mayumi Watanabe. "Peer Mentoring and Development of Student Agency." JALT Postconference Publication 2019, no. 1 (2020): 409. http://dx.doi.org/10.37546/jaltpcp2019-48.

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Peer-mentoring programs have become increasingly popular in recent years due to the many benefits they offer participating students. However, studies on peer mentoring in Japanese education often focus on the benefits afforded to mentees and not the mentors. The development of agency among student participants of a mentoring program in an English-language department at a Japanese university conducted between 2012 and 2018 is investigated in this study. The authors examined how the experience of mentoring a struggling underclassman encouraged learner agency for student mentors. The authors cond

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Sugimoto, Sayaka. "Qualitative Study of EMI Teachers’ Required Competencies and Support Needs." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 66. http://dx.doi.org/10.37546/jaltpcp2020-09.

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An increasing number of universities in Japan have been using English as a medium of instruction (EMI) to teach academic subjects. Despite its prevalence, few studies have investigated the competencies required to teach EMI courses. This knowledge gap creates challenges when designing training or support programs for EMI instructors. To contribute to filling this knowledge gap, I conducted semi-structured interviews with instructors of EMI courses at a Japanese university. In these interviews, I explored the difficulties they experienced, competencies they believe EMI instructors should have,

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Morris, Roy. "Building Success: Task-Based Speaking Tests in the Japanese Classroom." Language Teacher 39, no. 4 (2015): 13. http://dx.doi.org/10.37546/jalttlt39/4-3.

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This paper outlines the use of formative and task-based speaking assessments in the Japanese classroom at a range of levels, and argues that integrating this kind of assessment into a program benefits students by building their confidence through progressive achievement and by providing many chances for form negotiation and washback. An example of such a speaking test is outlined, and then evaluated according to criteria outlined by Brown and Abeywickrama (2010), and in accordance with the theories of Nation (1996), Long and Porter (1985) Swain and Lapkin (1989, 1998), and Ellis (1997), amongs

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Racine, John. "Cognitive Processes in Second Language Word Association." JALT Journal 30, no. 1 (2008): 5. http://dx.doi.org/10.37546/jaltjj30.1-1.

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This study utilizes a word association (WA) paradigm to infer similarities and differences between processes used to access the mental lexicons of native speakers (NS) and Japanese nonnative speakers of English (NNS). Three hypotheses were examined: a) grammatical word stimuli will elicit proportionately fewer paradigmatic responses than will content words; b) The proportion of phonologically-related responses will increase when stimuli are presented aurally rather than in written format;and c) NNS responses to infrequent words will not differ from responses to common words if a loan word equi

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Saunders-Wyndham, James, and Eleanor Smith. "The Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom." JALT Journal 42, no. 2 (2020): 121. http://dx.doi.org/10.37546/jaltjj42.2-2.

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The objective of this study was to determine whether incorporating cooperative learning approaches positively influences the perceived self-efficacy of learners taking part in a compulsory English language program at the university level. This study tested the hypothesis that implementation of strategies fostering language skill development through cooperative learning leads to an increase in student self-efficacy. Qualitative and quantitative methods were employed to investigate this hypothesis in treatment and contrast groups. Four aspects of self-efficacy were measured: mastery experience,

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Yamada, Jun. "Developmental Dyslexia in Japanese Children." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 287–90. http://dx.doi.org/10.5112/jjlp.38.287.

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서순현. "位置づけの意味を表す「置く」と「두다」「놓다」の意味対照 - 認知言語学の意味拡張の観点から-". Japanese Language and Literature Association of Daehan ll, № 82 (2019): 167–89. http://dx.doi.org/10.18631/jalali.2019..82.010.

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WASA, Atsuko. "Aprendizaje del subjuntivo desde el punto de vista cognitivo." HISPANICA / HISPÁNICA 2007, no. 51 (2007): 21–37. http://dx.doi.org/10.4994/hispanica1965.2007.21.

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Nowlan, Andrew. "Japanese University Student Experiences with Internships in Southeast Asia." Study Abroad: The Journal of Worldwide Education 13, no. 2 (2020): 4–19. http://dx.doi.org/10.37546/jaltsig.sa.jowe13.2-1.

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The purpose of this article is to examine the personal, academic, and professional experiences of five Japanese university students who did short-term academic internships in three southeast Asian nations. Since students in Japan often associate international opportunities with inner-circle English-speaking countries (e.g. the United States of America or the United Kingdom), this article highlights the perceived benefits of choosing Southeast Asia as an educational destination. In limited published studies, researchers have revealed that Japanese students may gravitate towards Southeast Asia f

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Kubozono, Haruo. "Prosodic Structure of Japanese and Its Acquisition." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 281–86. http://dx.doi.org/10.5112/jjlp.38.281.

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Yamamoto, Jun'ichi. "Preverbal Communicative Behavior in Children with Autistic Disorders." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 297–303. http://dx.doi.org/10.5112/jjlp.38.297.

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Deacon, Brad, and Kevin Ottoson. "Near Peers Impacting Local Thai Tutors’ Intercultural Communication Competence Development." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 161. http://dx.doi.org/10.37546/jaltpcp2020-20.

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Most study-abroad research has focused on visitors’ development overseas; however, fewer studies have investigated hosts’ development through intergroup contact experience in home environments. This study, which is situated within a larger project, builds on earlier research (see Deacon & Pholboon, 2020) that examined the intercultural communication competence (ICC) development of 8 local Thai tutor hosts (N = 8) who were buddy partnered with 8 Japanese university student visitors during a short-term study-abroad program. In the present study, a qualitative semi-structured interview approa

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Ito, Tomohiko. "Studies of Language Acquisition based on Linguistic Theories. Transition from Two to Multiple Word Stage." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 291–96. http://dx.doi.org/10.5112/jjlp.38.291.

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Suzuki, Akio. "Differences in Reading Strategies Employed by Students Constructing Graphic Organizers and Students Producing Summaries in EFL Reading." JALT Journal 28, no. 2 (2006): 177. http://dx.doi.org/10.37546/jaltjj28.2-4.

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The big difference between summaries and graphic organizers (GOs) as adjunct aids for EFL reading is that GOs can reduce the cognitive burden on readers because of their two-dimensional spatial displays while summaries cannot. In this study, five Japanese high school students were required to construct GOs and another five were required to produce summaries while reading a passage written in English. They were required to report what they were thinking while reading the passage and producing adjunct aids so that their use of reading strategies could be examined. The results gained from think-a

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Helzlsouer, Kathy J., Kelly Phair, Shannon Manocheh, and Stephen Holmes. "Feasibility Study of a Music Therapy Intervention for Patients Breast Cancer Survivors with Cognitive Dysfunction: The MusIC Study." Music and Medicine 8, no. 3 (2016): 84. http://dx.doi.org/10.47513/mmd.v8i3.418.

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Cognitive impairment following treatment is a common complaint among breast cancer patients. Commonly affected cognitive domains include executive level functioning, working and verbal memory, concentration and information processing. A feasibility study was conducted to evaluate the ability to recruit for a choral-based music therapy intervention study and to refine the design of the intervention. The intervention was conducted over a 2-month period and included group music therapy sessions and choral participation. Participants were given a DVD and CD with music-based exercises with the sugg

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AKAGI, Tetsuya, and Shigeyuki AJISAKA. "A FUNDAMENTAL STUDY FOR CONCEPTUALIZING URBAN SPACE FROM THE PERSPECTIVE OF COGNITIVE LINGUISTICS." Journal of Architecture and Planning (Transactions of AIJ) 77, no. 679 (2012): 2043–52. http://dx.doi.org/10.3130/aija.77.2043.

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Mori, Toshiko, Mika Kawasaki, Seiko Kuroda, Kouji Ando, and Masaaki Fujimoto. "Current Status of the Speech-Language and Cognitive-Neuropsychological Ability of Deaf Children Wearing Cochlear Implants-Early Adjustment of Speech-Language Learning Condition and the Need for Education by Speech Therapists Specialized in the Field of Hearing-Impairment." AUDIOLOGY JAPAN 49, no. 2 (2006): 189–201. http://dx.doi.org/10.4295/audiology.49.189.

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MURATA, Shingo, Hiroaki ARIE, Jun TANI, and Shigeki SUGANO. "2P2-M03 A language learning model based on the own behavioral experiences : Acquiring generalization capabilities for learning sentences of different grammatical types(Neurorobotics & Cognitive Robotics)." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2011 (2011): _2P2—M03_1—_2P2—M03_4. http://dx.doi.org/10.1299/jsmermd.2011._2p2-m03_1.

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Kawasaki, Mika, Toshiko Mori, Seiko Kuroda, and Masaaki Fujimoto. "Neuropsychological Development of Congenitally Deaf Children with Cochlear Implants-Comparative Study of Two Cases Operated on at Different Ages-." AUDIOLOGY JAPAN 48, no. 6 (2005): 607–16. http://dx.doi.org/10.4295/audiology.48.607.

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Sugita, Yuuya, and Jun Tani. "2A1-N-040 Learning to understand novel sentences based on the behavioral experiences of a robot : Acquiring situated semantic combinatoriality(Cognitive Robotics 1,Mega-Integration in Robotics and Mechatronics to Assist Our Daily Lives)." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2005 (2005): 142. http://dx.doi.org/10.1299/jsmermd.2005.142_2.

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Uno, Akira, Kanami Suzuki, Ami Sambai, et al. "Issues in Direct Application of Adult Cognitive Neuropsychology to Developmental Dyslexia-Surface and/or Phonological Dyslexia-." Japan Journal of Logopedics and Phoniatrics 50, no. 4 (2009): 276–84. http://dx.doi.org/10.5112/jjlp.50.276.

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Ard, Jamee, and Barbara L. Wheeler. "Music Therapy and Stroke: An Integrative Review." Music and Medicine 8, no. 4 (2016): 146. http://dx.doi.org/10.47513/mmd.v8i4.496.

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Stroke is an acute event and one of the leading causes of death worldwide. The person who experiences stroke can be left with functional deficits in cognition, communication, and motor control. Music has been used to address the sequelae of stroke since the beginning of the 20th century. Researchers have studied music therapy’s impact on stroke impairment from the inception of the field, with an increasing amount of research taking place coinciding with advances in neurological imaging. This integrative review explores how clinicians and researchers have addressed the various consequences of s

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