Publications

Publication 29; Citation 902; h-index 14 (as of July 2018)

Books

Shintani, N. (2016). The role of input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.

Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.

Edited volumes

Li, S., Shintani, N., & 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., Saito, K., & Koizumi, R. (2017). The relationship between raters’ multilingual background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism.

Yang, Y., Shintani, N. & Li, S. (2017). The effectiveness of post-reading word-focused activities and their associations with working memory. System 70, 38-49.

Shintani, N. (2017). The timing of explicit instruction: Its effect on grammatical accuracy in mixed proficiency L2 learners’ writing. Studies in Second Language Acquisition 39(1), 129-166.

Saito & Shintani (2016). Monolingual and multilingual raters’ perception of foreign accentedness in second language speech. Language Awareness 25(4), 205-317.

Shintani, N., Aubrey, S., & Donnellan, M. (2016). The effects of pre-task and post-task metalinguistic explanation on the accuracy in L2 writing. TESOL Quarterly 50(4), 945–955.

Shintani, N. & Aubrey, S. (2016). A comparative study of the effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. The Modern Language Journal 100(1), 296-319.

Shintani, N. (2016). Computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning 29(3), 517-538.

Saito, K. & Shintani, N. (2016). Perceived comprehensibility in second language speech: comparisons of native speaking raters in Canada and Singapore. TESOL Quarterly 50(2), 421-446.

Shintani, N. (2015). The effectiveness of processing instruction on L2 grammar acquisition: A meta-analysis. Applied Linguistics 36(3), 306-325.

Shintani, N. (2015). The incidental grammar acquisition in focus on form and focus on forms instruction for young, beginner learners. TESOL Quarterly 49(1), 115-140.

Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System 49, 110-119.

Shintani, N. (2015). Task-based language teaching at elementary schools in Japan: Problems and possibilities. The Chubu English Language Education Society (CELES) Journal 44, 205-210.

Shintani, N. & Wallace, P. M. (2014). Effects of listening support in second language classroom: A meta-analysis. English Teaching and Learning 38(3), 71-101.

Shintani, N. (2014). Using tasks with young beginner learners: The role of the teacher. Innovation in Language Learning and Teaching, 8(3), 279-395.

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), 521-542.

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.

Book Chapters/ Encyclopedia entries

Shintani, N. (Forthcoming). The roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure. In R. DeKeyser & G. Prieto Botana (Eds.). (Doing) SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability. Amsterdam: John Benjamins.

Shintani, N. (in-press). Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective. In M. Bygate (Ed.), The role of task repetition. Amsterdam: John Benjamins.

Shintani, N. (forthcoming). Researching TBLT for young, beginner learners in Japan. In M. Bygate (Ed.). Task-based language teaching as Researched Pedagogy. Amsterdam: John Benjamins.