Dr. Shintani received her PhD in Language Teaching and Learning from the University of Auckland (New Zealand) in 2011. Her main research interests are the role of interaction in second language acquisition, written corrective feedback, individual learner differences, and meta-analysis as a research tool. She has published articles in Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, Language Teaching Research, and Journal of Second Language Writing. She 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.
Shintani, N. (2015 [forthcoming]). 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.
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).
Refereed Journal Articles
Shintani, N. & Hiratsuka, T. (in-progress). Task-based language teaching in “difficult” contexts.
Shintani, N. & Aubrey, S (under review). A comparative study of the effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment.
Shintani, N. (under review). Computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study.
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). The effectiveness of processing instruction on L2 grammar acquisition: A meta-analysis, Applied Linguistics 36(3).
Shintani, N. (2015). Task-based language teaching in Japan: Problems and possibilities. CELES Journal 44.
Shintani, N. & Wallas, M. (2014). Effects of listening support in second language classroom: A meta-analysis. English Teaching and Learning 38(3).
Shintani, N. (2014). Using tasks with young beginner learners: The role of the teacher, Innovation in Language Learning and Teaching 8(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 23(2), 286-306.
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). Getting Started with TBLT: A Personal Account,On Task, 3(1), 13-19.
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, 1-17.
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 entry
Shintani, N. (Invited, in-progress). Productive versus receptive grammar knowledge. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
Colloquium/ Symposium Organization
Language Aptitude: Reconceptualizing the Construct and Reorienting the Research. Refereed symposium, AILA World Congress. Brisbane, Australia. August, 2014. Symposium conveners: S. Li and N. Shintani.
The contribution of meta-analysis to second language acquisition research and theory. Refereed colloquium, American Association for Applied Linguistics (AAAL) Conference. Dallas, March, 2013. Colloquium conveners: S. Li, N. Shintani, R. Ellis.
Conference Presentations (Selected)
The effects of written corrective feedback on L2 learners’ explicit and implicit knowledge of the English indefinite article. American Association for Applied Linguistics (AAAL) Conference. Portland. 22-25 March, 2014
The effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. (with Aubrey, S.) American Association for Applied Linguistics (AAAL) Conference. Portland. 22-25 March, 2014.
A meta-analysis of studies investigating the effects of reception- and production-based instruction on L2 vocabulary learning. American Association for Applied Linguistics (AAAL) Conference. Dallas, Texas. 15-19 March, 2013.
Task-based instruction: task design and task implementation. 2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ). Canberra, Australia. 30 November - 2 December, 2011.
A comparative study of input-based and production-based instruction for vocabulary acquisition. The 16th World Congress of Applied Linguistics (AILA2011). Beijing, China. 23-28 August, 2011.
Incidental L2 acquisition of two English grammatical structures by young Japanese classroom learners in comprehension-based and production-based instruction. American Association for Applied Linguistics (AAAL) 2011. Chicago. 26-29 March, 2011.
TESOL Quarterly (2013 - 2016)
MAE800 Research Methodology in Applied Linguisitics
AAE203/AKE301 Language Acquisition and Development
AUE201/DUE101 Study of Language