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Amy Snyder Ohta (she/her/hers)

Associate Professor, Japanese Program Coordinator
photo of Amy Snyder Ohta

Contact Information

206-543-6315
GWN 247
Office Hours: 
Office hours by appointment during remote instruction

Biography

Ph.D. Applied Linguistics, University of California, Los Angeles
M.A. Teaching English as a Second Language, University of California, Los Angeles
B.A. Psychology (with High Honors), Wheaton College
PDF icon CV (233.39 KB)

Current Research Projects:

I am currently doing research on applying systemic-theoretic instruction (sociocultural theory) to teaching Japanese. I am particularly interested in SCOBA development for teaching Japanese language-in-culture, pragmatics, and grammar. I am also interested in teacher development, research interviewing, and Japanese pragmatics. Here are my most recent research articles (updated 10/2020). See the CV link (above) for a complete publication list:

  • Masuda, Kyoko, & Ohta, Amy Snyder (in press). Teaching subjective construal and related constructions with SCOBAs: Concept learning as a foundation for Japanese language development. Language & Sociocultural Theory. (Equal co-authors: names in alpha order)
  • Ohta, Amy Snyder (2020). Increasing Diversity of Japanese Language Teachers: Approaches to Teaching-Related Professional Development for College Students in North America.  Japanese Language and Literature, 54(2), 399-414
  • Ohta, Amy Snyder & Prior, Matthew (2019) “That’s a Stupid Question!”: Managing Competing Perspectives and Language Choice in a Japanese-English Bilingual Research Interview. In Kathy Roulston (Ed.), Social Studies of Qualitative Interviewing: Unpacking Research Methods (pp. 147-179). John Benjamins.
  • Ohta, Amy Snyder & Masuda, Kyoko (2018). Future directions for informed language pedagogy from cognitive linguistics. In Kyoko Masuda (Ed)., Cognitive Linguistics and Japanese Pedagogy Usage-Based Approaches to Language Learning and Instruction (pp. 305-321). Berlin: De Gruyter Mouton.
  • Ohta, Amy Snyder (2017). Conceptualizing and teaching Japanese addressee honorifics as expressing modes of self: From SCOBA development to instructional implementation. Language & Sociocultural Theory, 4(2), 1-32.

Research

Selected Research

Courses Taught

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