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This book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies.
Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.
As we move into a future of blended online/offline cultures, understanding foreign language learning is increasingly a matter of understanding relationships between out-of-class and in-class engagement with language. Miho Inaba makes an especially valuable contribution to this important area of research by introducing both a new language and context, Japanese in Australia, and the new perspective of everyday literacy practices.
Miho Inaba is Lecturer in Japanese language in the School of Modern Languages at Cardiff University, UK. Her research interests include autonomous language learning, language learning motivation, sociocultural theory, ICT and foreign language learning.
List of Tables and Figures
Acknowledgements
Chapter 1. Introduction
Chapter 2. Out-of-Class Literacy and Language Learning from Sociocultural Perspectives
Chapter 3. Types of Literacy Activities Performed Outside of the Classroom
Chapter 4. Class-Related Literacy Practices outside the Classroom
Chapter 5. Non-Class-Related Literacy Practices
Chapter 6. Language-Related Mediation in L2 Literacy Practices
Chapter 7. L2 Literacy Practices and Language Learning in Out-of-Class Contexts
References
Appendix