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DR Seiko Harumi's Outputs (11)

Multi-contextual perspectives on silence: a narrative case study (2024)
Journal Article
Seiko, H. (2024). Multi-contextual perspectives on silence: a narrative case study. https://doi.org/10.14746/n.2024.63.2.3

This narrative case study explores ways a Japanese learner of English utilised multiple silences as an interactional resource, enhancing collaborative second language (L2) interaction beyond the classroom while studying abroad in the United Kingdom.... Read More about Multi-contextual perspectives on silence: a narrative case study.

Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy (2024)
Journal Article
Harumi, S. (2024). Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy. Journal of Silence Studies in Education, 3(2), 103-124. https://doi.org/10.31763/jsse.v3i2.97

This study aims to illustrate portrayals of silence and solitude in the film Tokyo Story (1953) and to depict the ways human relationships and bonds evolve through characters’ silent dialogues. It also explores ways a study of silence such as this ca... Read More about Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy.

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction (2023)
Journal Article
Harumi, S. (2023). The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction. Journal of Silence Studies in Education, 2(2), 145-162. https://doi.org/10.31763/jsse.v2i2.79

This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in sec... Read More about The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction.

Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires (2023)
Journal Article
Harumi, S. (2023). Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires. TESOL journal, 14(1), Article e704. https://doi.org/10.1002/tesj.704

This article explores the use of conversation analysis (CA)–informed speaking task design to develop second language (L2) learners' interactional repertoires in L2 classrooms. The study draws on the voices of teachers and Japanese learners of English... Read More about Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires.

The facilitative use of learner-initiated translanguaging in Japanese EFL contexts (2023)
Journal Article
Harumi, S. (2023). The facilitative use of learner-initiated translanguaging in Japanese EFL contexts. Applied Pragmatics, 5(1), 86-119. https://doi.org/10.1075/ap.20014.har

This study explores the facilitative use of learner-initiated translanguaging and teacher responsiveness to its use in 68 dyads of conversational interaction between a teacher and individual students in tertiary Japanese EFL contexts. Adopting conver... Read More about The facilitative use of learner-initiated translanguaging in Japanese EFL contexts.

Classroom silence: voices from Japanese EFL learners (2011)
Journal Article
Harumi, S. (2011). Classroom silence: voices from Japanese EFL learners. ELT Journal, 65(3), 260-269. https://doi.org/10.1093/elt/ccq046

This article explores Japanese EFL learners' classroom silence in a Japanese EFL context. The existence of silence in second language learning contexts can be a source of conflict between students and teachers and even among students themselves. It c... Read More about Classroom silence: voices from Japanese EFL learners.