{"created":"2025-11-19T00:10:02.431393+00:00","id":2001218,"links":{},"metadata":{"_buckets":{"deposit":"58c82ace-a5fa-4da5-ba12-5f6be73146ef"},"_deposit":{"created_by":16,"id":"2001218","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"2001218"},"status":"published"},"_oai":{"id":"oai:aue.repo.nii.ac.jp:02001218","sets":["6:406:1763100977492"]},"author_link":[],"item_3_alternative_title_1":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"日本語を母語とする英語学習者に対する英語の可算名詞・不可算名詞の習得における明示的帰納指導の効果","subitem_alternative_title_language":"ja"}]},"item_3_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2025-11-01","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"47","bibliographicPageStart":"41","bibliographicVolumeNumber":"14","bibliographic_titles":[{"bibliographic_title":"教科開発学論集","bibliographic_titleLang":"ja"}]}]},"item_3_description_27":{"attribute_name":"item_3_description_27","attribute_value_mlt":[{"subitem_description":"text","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_3_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"This study aims to investigate the effectiveness of explicit inductive instruction (EII), defined as teachers encouraging learners to discover the underlying rules from the data provided (Ellis, 2009). EII provides learners opportunities that promote deep processing, such as hypothesis formulation (Leow, 2015). However, its effectiveness remains inconclusive, highlighting the need for further empirical studies involving diverse target structures and learners with varying proficiency levels. We conducted an experiment with high school Japanese learners of English (JLEs) and compared EII with deductive instruction (DI) using binary-choice tests. The target structures are English count and mass nouns, among the most difficult structures for JLEs. The results revealed that there is no interaction between groups and tests, nor was a main effect for groups observed, suggesting that EII is not superior to DI. However, we found a main effect for tests, showing that the mean scores improved significantly from the pretest to the immediate posttest and that these gains were maintained until the delayed test two weeks later. Both EII and DI appear to be sufficient for helping learners understand the rules, as demonstrated by the receptive test. Further research using production tests is needed to examine the effectiveness of EII in greater detail.","subitem_description_language":"en","subitem_description_type":"Abstract"},{"subitem_description":"本研究は、提示されたデータから学習者が文法規則を発見するよう教師が促す指導法として定義される明示的帰納指導（explicit inductive instruction: EII; Ellis, 2009）の有効性を検証することを目的とする。EII は、仮説形成などの深い処理（Leow, 2015）を促す機会を提供する。しかし、その効果については未だ結論が得られておらず、異なる目標構造や習熟度の異なる学習者を対象としたさらなる実証研究が求められている。本研究では、日本人高校生英語学習者（JLEs）を対象に実験を実施し、EII と演繹的指導（deductive instruction: DI）の効果を二択式テストにより比較した。目標構造は、JLEs にとって最も難しい構造の一つである英語の可算名詞・不可算名詞である。結果として、グループとテストとの交互作用は認められず、グループの主効果も確認されなかったことから、EII が DI よりも優れているとは言えないことが示唆された。一方、テストの主効果は有意であり、平均点が事前テストから直後テストにかけて有意に向上し、その効果は 2 週間後の遅延テストにおいても維持された。受容テストで示されたように、EII と DI の両者は、学習者が規則を理解するのに十分であることが示唆された。EII の効果を詳細に検証するためには、産出テストを用いたさらなる研究が求められる。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_3_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"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（後期3年のみの博士課程）","subitem_publisher_language":"ja"}]},"item_3_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12912422","subitem_source_identifier_type":"NCID"}]},"item_3_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2187-7327","subitem_source_identifier_type":"EISSN"}]},"item_3_text_26":{"attribute_name":"著者別名","attribute_value_mlt":[{"subitem_text_value":"ミサワ, セイ"},{"subitem_text_value":"オオタキ, アヤノ"}]},"item_3_text_4":{"attribute_name":"著者(別言語)","attribute_value_mlt":[{"subitem_text_value":"三澤, 成"},{"subitem_text_value":"大滝, 綾乃"}]},"item_3_version_type_14":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"MISAWA, Sei ","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"OTAKI, Ayano","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2025-11-19"}],"displaytype":"detail","filename":"kaihatsu144147.pdf","filesize":[{"value":"1.4 MB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"url":"https://aue.repo.nii.ac.jp/record/2001218/files/kaihatsu144147.pdf"},"version_id":"6cdedad6-624b-42fa-adbe-37f6a3408213"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"Explicit inductive instruction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"explicit deductive instruction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"count/mass nouns","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"depth of processing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"明示的帰納指導","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"明示的演繹指導","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"可算名詞・不可算名詞","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"処理の深さ","subitem_subject_language":"ja","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"item_resource_type","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"Effectiveness of Explicit Inductive Instruction in the Acquisition of English Count and Mass Nouns by Japanese Learners","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"Effectiveness of Explicit Inductive Instruction in the Acquisition of English Count and Mass Nouns by Japanese Learners","subitem_title_language":"en"}]},"item_type_id":"3","owner":"16","path":["1763100977492"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2025-11-19"},"publish_date":"2025-11-19","publish_status":"0","recid":"2001218","relation_version_is_last":true,"title":["Effectiveness of Explicit Inductive Instruction in the Acquisition of English Count and Mass Nouns by Japanese Learners"],"weko_creator_id":"16","weko_shared_id":-1},"updated":"2025-11-19T00:26:49.973467+00:00"}