PUBLICATIONS

JOURNAL ARTICLES (PEER-REVIEWED)

Traxler, R. Nakatsukasa, K. (2018). The Effectiveness of Voice-On and Voice-Off Instruction on ASL Vocabulary Acquisition, Language Teaching Research (PDF)

Elola, I., Nakatsukasa, K., Tecedor, M. (2018). Developing academic literacy: The case of multilingual graduate students, L2 Journal, 10(2), 158-182. (PDF)

Nakatsukasa, K. (2016). Efficacy of Gestures and Recasts on the Acquisition of Locative Prepositions. Studies in Second Language Acquisition, 38, 771-799. (PDF)

Nakatsukasa, K., Loewen, S. (2015). Teacher’s L1 Use in Spanish-as-a-foreign-language-Classroom. Language Teaching Research, 19, 133-149. (PDF)

Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., Chen, X.  (2009). L2 learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93, 91-104. (PDF)

Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry. A, & Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1, 129-152. (PDF)

 

BOOK CHAPTERS (PEER-REVIEWED)

Nakatsukasa, K. (In Press). Gestures, corrective feedback, and second language development, In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching, Cambridge University Press.

Sachs, R. & Nakatsukasa, K. (In Press). Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ reported approaches to different computer-mediated language learning activities, In R. Leow (Ed.), SLR Handbook of Classroom Learning: Processing and Processes, Routledge, New York.

Nakatsukasa, K. & Loewen, S. (2017). Non-verbal Corrective Feedback. In H. Nassaji, & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Decades of inquiry and application (pp. 158-173), Routledge, New York. (PDF)

Nakatsukasa, K. (2017). タスクを効果的に用いよう(Effective use of communicative tasks in a language classroom), 理論と実践例で学ぶ第二言語習得研究に基づく英語指導のエッセンス(English education based on theories and practices of second language acquisition) (pp.75-88) 大修館(Taishukan), Tokyo, Japan. (PDF)

Nakatsukasa, K. (2017). Interlocutors’ gender impact on L2 Acquisition: Analysis of L2 grammar Acquisition via communicative tasks. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learner, instructor and researcher IDs (pp. 100-119), John Benjamins, Amsterdam, Netherlands. (PDF)

 

PROCEEDINGS (PEER-REVIEWED)

 

2016

Martens, P., Nakatsukasa, K., Percival, H. Music Training Correlated with Visual but not Phonological Foreign Language Learning Skills, Proceedings of 14th International Conference on Music Perception and Cognition, 352-354.

 

2009

Nakatsukasa, K. The efficacy and students’ perceptions of collaborative blogging in an ESL classroom. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 69‐84). Ames, IA: Iowa State University.

 

NON PEER-REVIEWED ARTICLES

 

2017

Nakatsukasa, K. Input Enhancement for EFL Classrooms, Eigokyouiku (English Education). 2017 December, Taishukan, Japan. 

2014

Nakatsukasa, K. What Is a Task?, Eigokyouiku (English Education). 2014 July, 24-26, Taishukan, Japan.

262 Foreign Language Building, Texas Tech University, Lubbock TX 79409