A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch
Although much research exists on peer correction practices in ESL/EFL settings (e.g., De Guerrero &Villamil, 2000; Ikeda, 2002; Mendoca & Johnson 1994), little research focuses on this practice in Japanese language classes (Ikeda, 2002). Mendoca and Johnson (1994) expressed the need to...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universiti Teknologi MARA, Kedah
2013
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| Subjects: | |
| Online Access: | https://ir.uitm.edu.my/id/eprint/29501/1/AJ_Hiroaki%20Umehara%20CPLT%20K%2013.pdf |
| _version_ | 1825737002977329152 |
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| author | Hiroaki, Umehara Greta, Gorsuch |
| author_facet | Hiroaki, Umehara Greta, Gorsuch |
| author_sort | Hiroaki, Umehara |
| collection | UITM |
| description | Although much research exists on peer correction practices in ESL/EFL settings (e.g.,
De Guerrero &Villamil, 2000; Ikeda, 2002; Mendoca & Johnson 1994), little research
focuses on this practice in Japanese language classes (Ikeda, 2002). Mendoca and
Johnson (1994) expressed the need to explore what actually occurs during peer
correction, particularly as second language learning tasks. In order to fill this gap in
the literature, this study investigated a near peer review task, an extension of peer
correction tasks. Here, intermediate learners of Japanese were recorded as they graded
the written homework of their near-peers (high beginning learners) enrolled in a
different class in a large university in the U.S. As they corrected grammar-focused
homework of their near peers, the two participants used their L1s and L2s (Japanese)
creatively to discuss linguistic issues raised by the beginning level learners’ responses
on the homework, and also to manage their affective interaction. While negotiating
meaning, often in Japanese, they focused on specific linguistic forms, which is
thought to be a condition in which second languages are acquired. Consistent with
previous findings on the benefits of peer correction tasks, this study suggests the
usefulness of near peer correction tasks, which integrate focus on form and meaning. |
| first_indexed | 2024-03-06T02:11:27Z |
| format | Article |
| id | uitm.eprints-9501 |
| institution | Universiti Teknologi MARA |
| language | English |
| last_indexed | 2024-03-06T02:11:27Z |
| publishDate | 2013 |
| publisher | Universiti Teknologi MARA, Kedah |
| record_format | dspace |
| spelling | uitm.eprints-95012020-04-17T03:55:59Z https://ir.uitm.edu.my/id/eprint/29501/ A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch cpit Hiroaki, Umehara Greta, Gorsuch Language and languages Language and education PL Languages and literatures of Eastern Asia, Africa, Oceania Although much research exists on peer correction practices in ESL/EFL settings (e.g., De Guerrero &Villamil, 2000; Ikeda, 2002; Mendoca & Johnson 1994), little research focuses on this practice in Japanese language classes (Ikeda, 2002). Mendoca and Johnson (1994) expressed the need to explore what actually occurs during peer correction, particularly as second language learning tasks. In order to fill this gap in the literature, this study investigated a near peer review task, an extension of peer correction tasks. Here, intermediate learners of Japanese were recorded as they graded the written homework of their near-peers (high beginning learners) enrolled in a different class in a large university in the U.S. As they corrected grammar-focused homework of their near peers, the two participants used their L1s and L2s (Japanese) creatively to discuss linguistic issues raised by the beginning level learners’ responses on the homework, and also to manage their affective interaction. While negotiating meaning, often in Japanese, they focused on specific linguistic forms, which is thought to be a condition in which second languages are acquired. Consistent with previous findings on the benefits of peer correction tasks, this study suggests the usefulness of near peer correction tasks, which integrate focus on form and meaning. Universiti Teknologi MARA, Kedah 2013 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/29501/1/AJ_Hiroaki%20Umehara%20CPLT%20K%2013.pdf A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch. (2013) Journal of Creative Practices in Language Learning and Teaching (CPLT) <https://ir.uitm.edu.my/view/publication/Journal_of_Creative_Practices_in_Language_Learning_and_Teaching_=28CPLT=29/>, 1 (2). pp. 35-51. ISSN 1823-464X https://cplt.uitm.edu.my/ |
| spellingShingle | Language and languages Language and education PL Languages and literatures of Eastern Asia, Africa, Oceania Hiroaki, Umehara Greta, Gorsuch A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title | A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title_full | A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title_fullStr | A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title_full_unstemmed | A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title_short | A near peer review task for Japanese language learning / Hiroaki Umehara and Greta Gorsuch |
| title_sort | near peer review task for japanese language learning hiroaki umehara and greta gorsuch |
| topic | Language and languages Language and education PL Languages and literatures of Eastern Asia, Africa, Oceania |
| url | https://ir.uitm.edu.my/id/eprint/29501/1/AJ_Hiroaki%20Umehara%20CPLT%20K%2013.pdf |
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