Current Research Projects:
I am currently doing research on teaching Japanese via Concept-Based Language Instruction (C-BLI), an application of Sociocultural Theory and Usage-Based Linguistics to foreign language pedagogy. 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 6/2021). 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, 8(1). (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.
- Amy Snyder Ohta. "Laughter and second language acquisition: A study of Japanese foreign language classes." Japanese Applied Linguistics: Discourse and Social Perspectives, ed. Mori, Junko, and Amy Snyder Ohta. New York: Continuum, 2008.
- Amy Snyder Ohta. Junko Mori, eds. Japanese Applied Linguistics: Discourse and Social Perspectives. London: Continuum, 2008.
- Amy Snyder Ohta. "Interlanguage pragmatics in the zone of proximal development." System 33.3 (2006). 503-517.
- Amy Snyder Ohta. "The Zone of Proximal Development and Second Language Acquisition: Beyond Social Interaction." Readings in Second Language Acquisition and Second Language Pedagogy in a Japanese Context, ed. Asako Yoshitomi, Tae Umino and Masashi Negishi. Amsterdam: John Benjamins, 2006. 155-178.
- Amy Snyder Ohta. "Confirmation checks: A discourse analytic reanalysis." Japanese Language & Literature 39 (2005): 383-412.
- Amy Snyder Ohta, Pauline Foster. "Negotiation for meaning and peer assistance in second language classrooms." Applied Linguistics 26.3 (2005): 402-430.
- Amy Snyder Ohta. Second Language Acquisition Processes in the Classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates, 2001.
- Amy Snyder Ohta. Second Language Acquisition Processes in the Classroom: Learning Japanese.
- Amy Snyder Ohta. "Limitations of social interaction in second language acquisition: Learner “voices” and mediation in the zone of proximal development." Conceptualising ‘Learning’ in Applied Linguistics, ed. Paul Seedhouse. London: Multilingual Matters (forthcoming).
Summer 2021 A-term
Summer 2020 A-term
Summer 2019 A-term
- Andrew L. Markus Memorial Lecture: Junko Mori on Translingual Competence and Asian Language Education - May 26, 2017
- Faculty News 2010 - June 1, 2010