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Kim,
Y., Kong, D. K., Lee, Y., Silva, A, & Urano, K. (in
press). A task-based needs analysis for the English Language
Institute at the University of Hawai'i at Manoa. In M. H.
Long (Ed.), Task-based needs analysis. Cambridge:
Cambrdige University Press.
This
paper reports on a needs analysis in which learner needs
for success in an American university is discussed based
on the results of interviews and written surveys. Also
discusses some methodological issues.
Urano,
K. (2002). Second language communication. In M. Oshima &
H. Akiyama (Eds.), L'esprit d'aujurd'hui 417: Communication
studies (pp. 33-38). Tokyo: Shibundo. [written in Japanese]
This
paper briefly reviews past research in the differences
between first and second language acquisition, and then
provides suggestions as to how to better communicate using
second languages.
Urano,
K. (2000g). Japanese adult learners' interpretation of long-distance
binding of English reflexives in embedded infinitival clauses.
Bulletin of the Chubu English Language Education Society,
30, 181-188. [PDF Document]
The
paper I presented at the 30th Annual Conference of the
Chubu English Language Education Society was published
in its annual journal. The study reports the results of
an experiment that tested long-distance bindings of English
reflexives by 40 Japanese adult learners. Hard copies
are available upon request.
Urano,
K. (2000f). Lexical simplification and elaboration: Sentence
comprehension and incidental vocabulary acquisition.
Unpublished master's thesis, University of Hawai'i at Manoa,
Honolulu. [PDF Document]
This
master's thesis reports the result of an experiment
in
the effect of lexical modification on L2 reading comprehension
at the sentence level. The handout
distributed at the oral defense is also available (in
PDF format).
Urano,
K. (2000e). Typographical input enhancement on the
web: Its potential in L2 research and pedagogy. Unpublished
manuscript, University of Hawai'i at Manoa, Honolulu.
This
was submitted as a term project paper for ESL 680P (Educational
Technology). This paper reviews literature on typographical
input enhancement in SLA as well as introduces techniques
in web-based input enhancement for research and pedagogy.
Its potentials and limitations are also discussed.
Urano,
K. (2000d). Computer use in SLA: An annotated bibliography.
Unpublished manuscript, University of Hawai'i at Manoa,
Honolulu.
Also
submitted for ESL 680P (Educational Technology), this
paper reviews SLA studies that employed computer technology
for data collection.
Urano,
K. (2000c). The MERRIER Approach and SLA Theories. Shinshu
University Communication and Language Education (SURCLE),
2, 75-80. [written in Japanese] [PDF
Document]
The
MERRIER Approach is proposed by Professor Watanabe at
Shinshu University, Nagano, Japan. This paper tries to
support the credibility of the MERRIER Approach by overviewing
the relevant empirical studies. This paper is currently
available as a PDF document.
Urano,
K. (2000b). Negative pragmatic transfer in compliment responses
by Japanese learners of English: A research proposal. Shinshu
University Communication and Language Education (SURCLE),
2, 30-41. [PDF
Document]
A
revised version of Urano (1998d) was published in SURCLE.
This paper reviews literature on compliment responses,
and proposes an experimental study that examines negative
pragmatic transfer by Japanese adult learners of English.
Urano,
K. (2000a). Japanese adult learners' interpretation of
long-distance binding of English reflexives in embedded
infinitival clauses. Unpublished manuscript, University
of Hawai'i at Manoa, Honolulu.
This
paper examines SLA from a linguistic perspective under
the supervision of Dr. Bley-Vroman at the University of
Hawai'i. The manuscript is available as Urano
(2000g).
Urano,
K. (1998e). Teacher input and interaction: Native and non-native
speaker teachers in ESL classrooms. Bulletin of the Chubu
English Language Education Society, 28, 265-272. [PDF
Document]
A
revised version of Urano (1997b) was published in this
journal. This paper compares a native-speaker teacher
and a non-native-speaker teacher in an ESL situation in
terms of the characteristics of input and interaction.
Urano,
K. (1998d). Negative pragmatic transfer in compliment
responses by Japanese learners of English. Unpublished
manuscript, University of Hawai'i at Manoa, Honolulu.
This
was submitted as a term paper for ESL 660 (Sociolinguistics
& ESL). This paper reviews literature on compliment
responses, and proposes an experimental study that examines
negative pragmatic transfer by Japanese adult learners
of English.
Urano,
K. (1998c). Lexical simplification and elaboration:
A pilot study on sentence comprehension and incidental vocabulary
acquisition. Unpublished manuscript, University of Hawai'i
at Manoa, Honolulu.
This
was submitted as a term paper for ESL 672 (Second Language
Classroom Research), and also served as the pilot of my
thesis (Urano, 2000b). The effects of lexical modification
on L2 comprehension were measured with the help of PsyScope,
a computer program designed for psychological experiments.
Urano,
K. (1998b). Simultaneous attention to form and content:
Perceptual salience of English morphemes and limited attentional
resources. Unpublished manuscript, University of Hawai'i
at Manoa, Honolulu.
This
was my term paper for ESL 650 (Introduction to SLA). A
revised replication of VanPatten (1989) was reported in
the paper. The results suggest that the attentional resource
of L2 learners when comprehending input is limited and
disturbed by paying attention to both form and meaning.
Urano,
K. (1998a). How verbatim is our short-term memory?:
Recognition memory for syntactic, lexical, and semantic
aspect of connected written discourse. Unpublished manuscript,
University of Hawai'i at Manoa, Honolulu.
This
paper was my first attempt to an experimental study in
psycholinguistics. It was submitted as a term paper for
ESL 673 (Applied Psycholinguistics and SLA). An experiment
with twelve native speakers of English tries to examine
how long verbatim information is maintained after reading
a passage. The results suggest that the verbatim information
is replaced by propositional representation when the meaning
of the sentence is decoded.
Sakai,
H., Urano, K., & Wada, J. (1998). Changes in classroom
interaction over time in a kindergarten immersion program.
Shinshu University Research on Communication and Language
Education (SURCLE), 1, 9-15. [written in Japanese]
This
paper analyzes changes in the interactional patterns between
an English-speaking teacher and Japanese children in a
kindergarten immersion program in Japan.
Urano,
K. (1997b). Similarities and differences in teacher
talk by native speaker teachers and non-native speaker teachers:
A pilot study. Unpublished manuscript, University of
Hawai'i at Manoa, Honolulu.
Term
paper for ESL 610 (TESOL). This paper compares a native-speaker
teacher and a non-native-speaker teacher in an ESL situation
in terms of the characteristics of input and interaction.
Urano,
K. (1997a). A study of input and interaction in a kindergarten
immersion classroom in Japan. Master's thesis, Graduate
School of Education, Shinshu University, Nagano, Japan.
This
is my master's thesis submitted to the Graduate School
of Education, Shinshu University. A longitudinal study
of Input and interaction in a kindergarten immersion program.
Urano,
K. (1996). A comparative analysis of questions by two English-speaking
teachers in a kindergarten immersion program. Bulletin
of the Chubu English Language Education Society, 26,
235-242. [PDF Document]
This
paper analyzes the characteristics of teachers' questions
in two kindergarten immersion classrooms. Changes over
time are reported.
Watanabe,
T., Sakai, H., & Urano, K. (1996). Teacher talk in kindergarten
immersion program: Input and the development of spontaneous
production ability. Annual Review of English Language
Education in Japan (ARELE), 7, 101-110.
Watanabe,
T., Sakai, H., & Urano, K. (1995-6). Teacher talk in kindergarten
immersion program: A comparison of the characteristics of
vocabulary between two native speakers. JASTEC (Japan
Association for the Study of Teaching English to Children)
Journal, 15, 1-11. [Written in Japanese]
Watanabe,
T., Sakai, H., & Urano, K. (1995). Teacher talk in kindergarten
immersion program: Teacher's speech modification over time.
Bulletin of the Chubu English Language Education Society,
25, 151-156.
The
above three papers are the outcome of a research project
on input and interaction in a kindergarten immersion program
in Japan. Immersion classrooms were observed periodically,
and were audio- and video-recorded. The analyses were
based on the transcribed data.
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