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第二言語学習における多量のインプット強調と明示的指導の効果
https://doi.org/10.15052/00000487
https://doi.org/10.15052/00000487f26e9259-f6bd-4f84-84f3-8767b2edfc46
名前 / ファイル | ライセンス | アクション |
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長崎睦子_第二言語学習における多量のインプット強調と明示的指導の効果_聖学院大学論叢23-2.pdf (811.2 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2017-09-12 | |||||
タイトル | ||||||
タイトル | 第二言語学習における多量のインプット強調と明示的指導の効果 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Effects of Enhanced Input Flood and Explicit Instruction on L2 Learning | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | enhanced input | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | input food | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | explicit instruction | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | noticing | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | second language learning インプット強調 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | インプット洪水 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | 明示的指導 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | 気づき | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | 第二言語学習 | |||||
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 | |||||
ID登録 | ||||||
ID登録 | 10.15052/00000487 | |||||
ID登録タイプ | JaLC | |||||
著者 |
長崎, 睦子
× 長崎, 睦子× 島田, 洋子 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This paper examined the effects of “enhanced input flood” (White, 1998) and explicit instruction on the noticing and the learning of a target form, participial adjectives of emotion verbs. There were two major research questions: . Does enhanced input flood promote the noticing and the learning of the target form? . Does enhanced input flood with explicit explanation promote the learning of the form more than that without explicit explanation? The classroom-based, quasiexperimental research included a pretest-post-test design and involved 28 Japanese college students from three ongoing English classes. The results partially supported the effects of enhanced input flood with explicit instruction on the noticing and the learning of the form. The more detailed results and some suggestions for further research are stated in the paper. | |||||
書誌情報 |
聖学院大学論叢 en : The Journal of Seigakuin University 巻 第23巻, 号 第2号, p. 15-30, 発行日 2011-03 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0915-2539 |