| Morphological congruency and the acquisition of L2 morphemes N Jiang, E Novokshanova, K Masuda, X Wang Language Learning 61 (3), 940-967, 2011 | 172 | 2011 |
| Development of the ability to lexically encode novel second language phonemic contrasts R Hayes-Harb, K Masuda Second Language Research 24 (1), 5-33, 2008 | 130 | 2008 |
| Acquiring Interactional Competence in a Study Abroad Context: Japanese Language Learners’ Use of the Interactional Particle ne K Masuda The Modern Language Journal 95 (4), 519-540, 2011 | 128 | 2011 |
| Cognitive linguistics and sociocultural theory: Applications for second and foreign language teaching K Masuda, C Arnett, A Labarca Walter de Gruyter GmbH & Co KG, 2015 | 52 | 2015 |
| Schematic diagram use and languaging quality in learning Japanese polysemous particles ni and de K Masuda, A Labarca Cognitive linguistics and sociocultural theory: Applications for second and …, 2015 | 20 | 2015 |
| Learners' Use of Interactional Particles in Student—Teacher Conversations K Masuda Japanese language and literature 43 (2), 335-362, 2009 | 15 | 2009 |
| Applying Congnitive Linguistics to Teaching Japanese Polysemous Particles K Masuda Sophia linguistica: working papers in linguistics, 105-122, 2013 | 14 | 2013 |
| Cognitive linguistics and Japanese pedagogy: A usage-based approach to language learning and instruction K Masuda Walter de Gruyter GmbH & Co KG, 2018 | 12 | 2018 |
| A cognitive linguistic analysis of English conditionals in English for Academic Purposes (EAP) instruction: Implications from Sociocultural Theory N Jacobsen, K Masuda, C Arnett, A Labarca Cognitive linguistics and sociocultural theory: Applications for second and …, 2015 | 10 | 2015 |
| Meaningfully Designing and Implementing SCOBAs in Socioculturally-based L2 Teacher Education Programs. K Masuda, AS Ohta Language & Sociocultural Theory 8 (1), 2021 | 9 | 2021 |
| Students’ perception and different performance in combined usage-based and sociocultural theory approach to learning Japanese polysemous particles K Masuda, A Labarca Usage-inspired L2 instruction: Researched pedagogy, 117-142, 2018 | 9 | 2018 |
| Teaching Subjective Construal and Related Constructions with SCOBAs: Concept Learning as a Foundation for Japanese Language Development. A Hadidi Language & Sociocultural Theory 8 (1), 2021 | 8 | 2021 |
| Style-shifting in student–professor conversations K Masuda Journal of Pragmatics 101, 101-117, 2016 | 8 | 2016 |
| Morphophonological variability and form-function regularity: a usage-based approach to the Japanese modal adverb yahari/yappari/yappa R Shinzato, K Masuda Language Sciences 31 (6), 813-836, 2009 | 8 | 2009 |
| Future directions for informed language pedagogy from cognitive linguistics and sociocultural theory A Ohta, K Masuda Cognitive linguistics and Japanese pedagogy: A usage-based approach to …, 2018 | 7 | 2018 |
| Nihongo gakusshuusha no buntai shifuto nitsuite [Japanese learners’ style-shifting] K Masuda Gengogakuto nihongokyoiku [Linguistics and Japanese Education] 6, 191-212, 2011 | 7 | 2011 |
| Influence of L1 on the acquisition of Japanese mora timing by native speakers of English and Korean K Masuda Nihongo Kyouiku, 3-13, 2009 | 7 | 2009 |
| Japanese postpositions ni and de: A cognitive linguistic approach K Masuda Chicago Linguistic Society 39, 14-25, 2007 | 6 | 2007 |
| Nihongo gakushūsha no bashokaku ni to de no goyō: taimen hatsuwa chōsa, ēgo intabyū, joshi anaume tesuto kara wakatta koto [Incorrect uses of spatial markers ni and de by … K Masuda Gengogaku to Nihongo Kyōiku, 127-142, 2004 | 6 | 2004 |
| A cognitive approach to Japanese locative postpositions ni and de: A case study of spoken and written discourse K Masuda The University of Arizona, 2002 | 6 | 2002 |
Rachel Hayes-HarbProfessor, Department of Linguistics, University of UtahVerified email at utah.edu
