Natsuko Shintani,  Ph.D.Natsuko Shintani, Ph.D.

Associate Professor: TESOL

Natsuko Shintani obtained her PhD from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working on a single-authored book, The Role of Input-Based Tasks in Foreign Language Instruction for Young Learners, to be published by John Benjamins.

Message from Natsuko Shintani , Ph.D


I am excited to be joining the faculty in the School of Education at Anaheim University and teaching on the TESOL programs. I have a background in teaching and researching young learners and hope this will be of interest to some of you. I have taught in Japan, New Zealand and Singapore and so have experience of different teaching contexts which I look forward to sharing with you. I also look forward to helping you develop expertise in quantitative research methods.


Books

  • Shintani, N. (in progress). The role of input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.
  • Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.

Edited volumes

  • Li, S., Shintani, N., and Ellis, R. (Eds.). (2015). Synthesizing research in applied linguistics: the complementary contributions of narrative reviews and meta-analyses, Special Issue of Applied Linguistics, 36(3).

Articles in refereed journals

  • Shintani, N. (2015). The effectiveness of processing instruction on L2 grammar acquisition: A meta-analysis. Applied Linguistics 36(3).
  • Shintani, N. (2015). The incidental grammar acquisition in focus on form and focus on forms instruction for young, beginner learners. TESOL Quarterly 49(1).
  • Shintani, N. (2015). Task-based language teaching in Japan: Problems and possibilities. CELES Journal 44.
  • Shintani, N. (2014). Using tasks with young beginner learners: The role of the teacher. Innovation in Language Learning and Teaching 8(3).
  • Shintani, N. & Wallas, M. (2014). Effects of listening support in second language classroom: A meta-analysis. English Teaching and Learning 38(3).
  • Shintani, N. & Ellis, R. (2014). Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English. Language Teaching Research, 18(4).
  • Shintani, N., Ellis. R., & Suzuki, W. (2014). Effects of written feedback and revision on learners’ understanding and use of two English grammatical structures. Language Learning, 64(1), 103-131.
  • Shintani, N. & Ellis, R (2013). The comparative effect of metalinguistic explanation and direct written corrective feedback on learners’ explicit and implicit knowledge of the English indefinite article, Journal of Second Language Writing 22(3), 286-306.
  • Shintani, N. (2013). Getting Started with TBLT: A Personal Account. On Task, 3(1), 13-19.
  • Shintani, N., Li, S. & Ellis, R. (2013). Comprehension-based versus production-based instruction: A meta-analysis of comparative studies. Language Learning 63(2), 296-329.
  • Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginner learners. TESOL Quarterly 47(1), 36-62.
  • Li, S., Shintani, N., & Ellis, R. (2012). Doing meta-analysis in SLA: Practice, choice, and standards. Contemporary Foreign Languages Studies, 384 (12), 3-20.
  • Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research 16 (2), 253-279.
  • Shintani, N. (2012). Repeating input-based tasks with young beginner learners. RELC Journal 43(1), 39-51.
  • Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research 15(2), 137-158.
  • Shintani, N. (2011). Task-based language teaching versus traditional production-based instruction: Do they result in different classroom processes? University of Sydney Papers in TESOL 6, 97-120.
  • Shintani, N. & Ellis, R. (2010). The incidental acquisition of English plural –s by Japanese children in comprehension-based lessons: a process-product study. Studies in Second Language Acquisition 32 (4), 607-637.