Sat, September 08, 1:45 pm
Short paper (30 minutes)
Rick Lavin (Prefectural University of Kumamoto); Yukari Nakano (Prefectural University of Kumamoto)
Japanese students study many grammatical items one by one, but generally fail to demonstrate deep understanding of even basic notions. To circumvent the tightly controlled nature of the Japanese school year, and to allow students to exercise their agency, after term-end exams the presenters asked students to identify grammatical items that they found difficult. One popular choice was articles/countable and uncountable nouns. The authors developed a pedagogical intervention designed to improve students' understanding of this item. This featured multiple examples, a visual cognitive tool or "SCOBA", verbalization in the form of languaging, "reproduction" activities such as elicited imitation, and scaffolding.