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This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional ...

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

This book brings together research on the spread of Japanese multinational firms around the world. The authors' research includes firms operating in the United States, Germany, Spain, Mexico, Italy, as well as countries in Southeast Asia. The continuing success of these firms provides a model for ...

This book brings together research on the spread of Japanese multinational firms around the world. The authors' research includes firms operating in the United States, Germany, Spain, Mexico, Italy, as well as countries in Southeast Asia. The continuing success of these firms provides a model for other countries and firms to understand and emulate. The contributors in this book demonstrate how Japanese multinationals manage the people in their overseas operations and have wide-ranging implications for multinational performance as well as the performance of the local economies in which they operate. It is a learning experience for the Japanese managers when they find a cultural conflict with local workers and have to find ways to overcome this conflict in order for the local affiliate to succeed. Finally, the authors draw conclusions that can be applied to multinational firms in other countries that are expanding into different cultures.

The daily work experiences of people in almost any part of the world are shaped by workplace innovations. Despite the vast diffusion of work practices, little is known about what it means for a company in the region to identify what it sees as the best practice and then introduce these practices in ...

The daily work experiences of people in almost any part of the world are shaped by workplace innovations. Despite the vast diffusion of work practices, little is known about what it means for a company in the region to identify what it sees as the best practice and then introduce these practices in another culture which are less visible than the global exchange of products and services, but more significant. This book provides us with a closeup of eight Japanese affiliated manufacturing facilities operating in the United States and the beginnings of a reverse diffusion of innovation back to Japan. The key finding in this book is that massive global diffusion of work practices rests on something very fragile. This is the process by which individuals and groups of people come to new understandings that enable them to adopt new work practices. It is a process termed "virtual knowledge", which can be found at that critical time when understandings are still in formation. Also , the book reveals how some organizations have anticipated and channeled virtual knowledge that is constantly emerging from different groups in the organization. This turns out to be the core building block for continuous improvement in operations and is central to the process of diffusion. The process is part of a much larger process of global diffusion from Japan, the United States and other nations to all parts of the world.