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否定証拠を中心とした明示的英文法指導の効果検証 -予備的調査-
http://hdl.handle.net/10424/5287
http://hdl.handle.net/10424/528745d9b093-4c0c-40eb-9317-8863b72ad2a2
名前 / ファイル | ライセンス | アクション |
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kaihatsu1163172.pdf (2.1 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2013-08-21 | |||||
タイトル | ||||||
タイトル | 否定証拠を中心とした明示的英文法指導の効果検証 -予備的調査- | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 第二言語習得 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 否定証拠 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 明示的指導 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 主語の習得 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
その他のタイトル | ||||||
その他のタイトル | Effects of negative evidence on the acquisition of English subjects by Japanese EFL learners: A preliminary study | |||||
著者 |
白畑, 知彦
× 白畑, 知彦 |
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著者(別言語) | ||||||
Shirahata, Tomohiko | ||||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本論の目的は、第二言語(L2)学習者へ明示的に文法説明をおこなうこと、特にメタ言語的説明を与えることは学習者の理解力を向上させるのに役には立つが、それは全ての学習者に対して同程度の効果を発揮するわけではないこと、つまり、習熟度の高い学習者の方により効果的であることを主張する。本研究では、日本語を母語として英語を習得する大学生(JLE)を英語の習熟度別に2グループ(Low level とIntermediate level)に分類し、英語の主語卓越構文を題材に明示的文法説明の効果について検討した。このようなJLE に、英語の主語について否定証拠を中心とした明示的説明を与え、その教授効果について検証した。その結果、明示的文法説明はIntermediate level には有効であったが、Low level には有効ではなかったことが判明した。本研究で対象項目とした英語構造の説明を理解し、運用するためには初級レベルの習熟度では対処ができないのではないかと推測される。さらに、これはL2 習得が段階的に発達していることの間接的証拠であり、当該学習者の現段階の習熟レベルをはるかに超えたメタ言語的説明は効果が薄いことを示唆しているのではないだろうか。 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The present study examines the effects of explicit negative feedback in L2 (second language) acquisition in classroom settings. The sentence-initial subject in English is considered as one of the many complex grammatical features for Japanese learners of English (JLEs) to acquire through mere exposure to positive input. With their L1 knowledge, JLEs mistakenly analyze English Subject-Verb structure as Japanese Topic-Verb construction. Given this, JLEs must learn that English does not allow non-thematic topical subjects. In this study explicit negative feedback was provided to JLEs in order to investigate whether they would realize that the sentence-initial nominal in English is not a topic. The participants for this study were 96 first-year college students who had enrolled in a required English course at a university in Japan. Their English proficiency was measured by TOEIC. Three sessions were given during regular class periods. The participants took grammatical judgment tests as a pre-test and as a post-test, and two delayed-post tests after three consecutive treatment sessions. Their scores on these tests were compared to measure the effect of explicit negative feedback. The results indicated that the treatment worked differently for the groups. Improvement was realized with the intermediate-level students, but little change was observed with low-level participants. This suggests that some JLEs might not have fully understood the grammar explanation as intended. Therefore, it can be argued that inconsistent effects in the study could attribute to learners’ metalinguistic knowledge and general problem-solving abilities as well as their language proficiency. Finally, this study proposes that the provision of explicit negative evidence is dependent on the nature of grammatical items and learners’ proficiency levels. | |||||
書誌事項 |
教科開発学論集 巻 1, p. 163-172, 発行日 2013-03-31 |
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出版者 | ||||||
出版者 | 愛知教育大学大学院・静岡大学大学院教育学研究科 共同教科開発学専攻 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 2187-7327 | |||||
書誌情報 | ||||||
教科開発学論集. 2013, 1, p. 163-172. | ||||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA1262681X | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
教育系情報の種別 | ||||||
主題Scheme | Other | |||||
主題 | ETYP:教育実践 | |||||
学校種別 | ||||||
主題Scheme | Other | |||||
主題 | STYP:大学 | |||||
教科・領域 | ||||||
主題Scheme | Other | |||||
主題 | SSUB:英語 | |||||
著者別名 | ||||||
シラハタ, トモヒコ | ||||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | text |