JALT Journal - Issue 34.2; November 2012

Volume: 34
Issue No. 2
Date of publication: November 2012
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We are pleased to publish four articles in this issue of JALT Journal. We open with a contribution from Neil Cowie and Keiko Sakui. Their paper adds a new perspective to motivation research with its dual focus on how teachers perceive student motivation and the influential role of teacher identities in shaping motivational strategies. In our second feature article, a CA study, Hanh thi Nguyen and Noriko Ishitobi compare language used in authentic fast-food ordering transactions with that presented in typical EFL textbook dialogs. The study represents a practical application of Conversation Analysis with important implications for classroom teachers and materials writers. In the third article, Wai-lan Tsang and Yuk Yeung report on the ongoing compilation of a learner database of written and spoken output from intermediate Mandarin learners. This study is a welcome addition to existing learner corpus resources. In the fourth article, a Japanese-language contribution, Hideki Sakai and Junichi Wada analyze junior high school English textbooks in terms of genre and text types. Based on findings from their study, suggestions are offered for how teachers can more effectively use different genre and text types.


In the first of the six book reviews in this issue, Michael Carroll examines an autoethnographic account of the long experience of an American living in Japan. Our second review comes from Scott Gardner, who reports on a book linking linguistics study and humor. In the third review, Brian Gaynor considers a book on the historical development and contemporary use of Irish English. Next, Lachlan Jackson reports on a book exploring language policy in Japan. In the fifth review, Akie Kanazono examines the second edition of a book on researching motivation. Our final review comes from Alan Thompson, who reports on an edited volume dedicated to intercultural business communication practice.


From the Editor

Publication of this November issue marks my last as Editor of JALT Journal. It has been a privilege to serve the JALT organization in this capacity. Upon the publication of each of my five issues as Editor, I have used this space to express thanks to the standing members of the Editorial Advisory Board and additional readers who referee submissions with just the right blend of scholarly expertise, sensitive criticism, and peer encouragement. When I look back over these five issues, I think first of these EAB members and readers who have given greatly of their time to help JALT Journal publish high quality research. On behalf of all the submitting authors who have benefitted from the hours and hours spent on their work by the many dedicated JALT Journal peer readers, I salute you. Collectively, you make the journal what it is. Heartfelt thanks as well to Aleda Krause and her journal production team—they have saved my skin more than once. Their tireless work on each issue helps to produce a journal that makes the whole JALT organization proud.

With this issue of JALT Journal, we welcome Hidetoshi Saito to the Editorial Advisory Board. He is based at Ibaraki University and will bring further specialization in language testing and assessment to the Board. We bid farewell to two long-serving members of the EAB. Aek Phakiti has been an EAB member since 2003 and has been valued for his expertise in quantitative research methods. Tim Riney has served JALT Journal for some 20 years and we will miss being able to rely on his expertise in phonology and pronunciation. Best wishes to you both.

Finally, I am pleased to announce that JALT Journal has recently become a member of the Committee of Publication Ethics (COPE). Membership in COPE will help us to maintain the highest possible standards of publication ethics.

Darren Lingley



JALT Journal

Three Tales of Language Teacher Identity and Student Motivation
by Neil Cowie, Okayama University; Keiko Saku,i Kobe Shoin Women’s University

Ordering Fast Food: Service Encounters in Real-Life Interaction and in Textbook Dialogs
by Hanh thi Nguyen, Hawaii Pacific University; Noriko Ishitobi, Nagoya Municipal Ueda Junior High School

The Development of the Mandarin Interlanguage Corpus (MIC)—A Preliminary Report on a Small-Scale Learner Database
by Wai-lan Tsang, The University of Hong Kong; The University of Cambridge; Yuk Yeung, The University of Hong Kong

中学校英語教科書のジャンル・テキストタイプ分析 A Genre/Text-Type Analysis of Junior High School English Textbooks
by 酒井英樹 Hideki Sakai, 信州大学 Shinshu University; 和田順一 Junichi Wada, 清泉女学院大学 Seisen Jogakuin College

by Michael Carroll, Scott Gardner, Brian Gaynor, Lachlan Jackson, Akie Kanazono, & Alan Thompson

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