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dc.contributor.advisorBerg, Bartell M.
dc.contributor.advisorRode, Silvia A.
dc.contributor.advisorJensen, Jessica Garces
dc.contributor.authorTsuchida, Miyuki
dc.date.accessioned2019-12-09T18:13:44Z
dc.date.available2019-12-09T18:13:44Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/20.500.12419/366
dc.descriptionThesis available in Rice Library University Archives and Special Collection.
dc.description.abstractImprovisational speech is one of the fundamental parts of human language. In the first language (L1), we create our own utterances spontaneously in every-day situations. By contrast, speaking a second language requires us to operate in a way that differs from our experiences speaking our mother tongue. It is imperative that language teachers consider those differences and the difficulties that students might encounter when they design a lesson. Therefore, a different approach for L2 teaching is expected in language classrooms. In March 2017, the Japanese Ministry of Education, Cultures, Sports, Science and Technology (Mext) announced a new course of study that emphasizes a major change in the former foreign language teaching guidelines by focusing on "improvisation" in class interactions. From the perspective of Second Language Acquisition (SLA) pedagogy, improvisation in small talks, discussion, and role-play can yield improvements in a student's learning process. There are methods that focus on improvisation in L2 teaching. Performed Culture Approach, which is designed for teaching East Asian languages, and focuses primarily on the spoken performance of students in particular contexts, is one of them. My aim is to find a method to enhance the application of improvisation in the language classroom. First, I will begin with a literature review that underscores the effectiveness of improvisation in language teaching. Next, I will present and analyze the data regarding the observation of advanced Japanese learners. Finally, I will conclude with suggestions for improving the efficacy of improvisational techniques in the classroom.
dc.titleImprovisation in second language acquisition from the observation of an advanced Japanese classroom
html.description.abstractImprovisational speech is one of the fundamental parts of human language. In the first language (L1), we create our own utterances spontaneously in every-day situations. By contrast, speaking a second language requires us to operate in a way that differs from our experiences speaking our mother tongue. It is imperative that language teachers consider those differences and the difficulties that students might encounter when they design a lesson. Therefore, a different approach for L2 teaching is expected in language classrooms. In March 2017, the Japanese Ministry of Education, Cultures, Sports, Science and Technology (Mext) announced a new course of study that emphasizes a major change in the former foreign language teaching guidelines by focusing on "improvisation" in class interactions. From the perspective of Second Language Acquisition (SLA) pedagogy, improvisation in small talks, discussion, and role-play can yield improvements in a student's learning process. There are methods that focus on improvisation in L2 teaching. Performed Culture Approach, which is designed for teaching East Asian languages, and focuses primarily on the spoken performance of students in particular contexts, is one of them. My aim is to find a method to enhance the application of improvisation in the language classroom. First, I will begin with a literature review that underscores the effectiveness of improvisation in language teaching. Next, I will present and analyze the data regarding the observation of advanced Japanese learners. Finally, I will conclude with suggestions for improving the efficacy of improvisational techniques in the classroom.
dc.contributor.degreeMaster of Arts in Second Language Acquisition, Policy and Culture
dc.typeThesis (M.A.)--University of Southern Indiana, 2018


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