http://hokuga.hgu.jp/dspace/handle/123456789/170 2005-11-30 Search the Channel search http://hokuga.hgu.jp/dspace/simple-search http://hokuga.hgu.jp/dspace/handle/123456789/1429 Title: 北海道大学附属図書館蔵 二巻本『宝物集』翻刻<br/><br/>Authors: 追塩, 千尋 http://hokuga.hgu.jp/dspace/handle/123456789/1430 Title: 戦争と鎮魂 : 元軍戦死者怨霊追善碑をめぐって(下)<br/><br/>Authors: テレングト, アイトル http://hokuga.hgu.jp/dspace/handle/123456789/1426 Title: A Proposal to Use Classroom Discourse Frames to Investigate Patterns of Teacher L1 Use<br/><br/>Authors: Yonesaka, Suzanne<br/><br/>Abstract: This paper proposes a theory-driven yet practical instrument for teachers to use when examining their own classroom use of the L1. First, the author summarizes research on what EFL teachers in monolingual classrooms, especially those in Japan, believe about teacher L1 use. Teacher beliefs about their own L1 use are strongly influenced by the particular socio-cultural context of their classroom. In Japan, there are four stances (Virtual, Maximal, Optimal, and Regressive) that teachers take. Second, the author discusses how and why EFL teachers in monolingual classrooms, especially those in Japan, use the L1, concluding that researchers must clearly separate the two issues of how teachers use the L1 and why they do so. Finally, the author proposes that teachers use classroom discourse frames to discover patterns in their own L1 use. http://hokuga.hgu.jp/dspace/handle/123456789/1427 Title: Applications of Universal Grammar (UG) in the EFL/ESL Classroom<br/><br/>Authors: Kirkwold, Lorne O.<br/><br/>Abstract: The article proposes Stern's (1983) framework for classifying issues related to instruction in order to ascertain the relevance of Universal Grammar (UG) in the EFL/ESL classroom. Issues related to: (a) L_1 transfer; (b) teaching rules and giving error correction versus presenting structures by analogy; and (c) the extent to which the focus should be content rather than language are discussed in this article, particularly as UG pertains to them. The article will be of interest especially to foreign language teachers and also second language acquisition (SLA) researchers. The author draws on some examples in English and French, but then presents his conclusion along with further issues he raises based on his recent experience in universities of the Sapporo region.