start-ver=1.4
cd-journal=joma
no-vol=18
cd-vols=
no-issue=
article-no=
start-page=1
end-page=10
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2007
dt-pub=200703
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Factors Affecting Listening Comprehension Ability of Japanese Learners of English
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study aimed to examine factors that might affect listening comprehension ability of Japanese learners of English. The factors were vocabulary/grammar, reading comprehension, articulation speeds for Japanese and English words, English repeatability (Le., the ability to repeat verbal input in English), auditory short-term memory, reading rate, and reading efficiency. The present study investigated these factors for the first-year students at a Japanese senior high school and made an attempt to explore exactly how they affected listening comprehension ability of Japanese learners. The results showed that listening comprehension of learners with good short-term memory was significantly better than that of learners with poor short-term memory in cases where their vocabulary/grammar and reading test scores were within the same level. A significant correlation was also observed between the articulation speed for English words and English repeatability, and between English repeatability and listening comprehension ability.
en-copyright=
kn-copyright=

en-aut-name=TakenoJunichiro
en-aut-sei=Takeno
en-aut-mei=Junichiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Joint Graduate School, Hyogo University of Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END

start-ver=1.4
cd-journal=joma
no-vol=18
cd-vols=
no-issue=
article-no=
start-page=121
end-page=130
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2007
dt-pub=20070301
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Roles of Output and Noticing in SLA: Does Exposure to Relevant Input Immediately After Output Promote Vocabulary Learning?
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This study aims to investigate how noticing fonns in relevant input presented immediately after output encourages learners of English to take lexical items into their IL systems. Twenty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they worked on guided composition, and then took notes of what fonns they had noticed in looking at relevant input presented immediately after output. The participants were asked to work on the same guided composition in the following week to examine how they retained lexical items from the relevant input. The results are: 1) The output-input process leads advanced learners to retain more lexical items;. 2) The uptake is promoted when: i) the participants analyze a fonn in the relevant input syntactically, and/or ii) the participants perceive a fonn in the model as being in contrast with its cOWlterpart in their own output and realize Wlgrammatical or less appropriate status ofthe latter; and 3) The output-input process helps learners gain lexical knowledge on use.
en-copyright=
kn-copyright=

en-aut-name=IwanakaTakahiro
en-aut-sei=Iwanaka
en-aut-mei=Takahiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=TakatsukaShigenobu
en-aut-sei=Takatsuka
en-aut-mei=Shigenobu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Graduate School, Hyogo University of Teacher Education

affil-num=2
en-affil=
kn-affil=Okayama University
END