ID | 30001 |
フルテキストURL | |
著者 |
Iwanaka, Takahiro
Graduate School, Hyogo University of Teacher Education
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抄録 | 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.
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備考 | Published with permission from the copyright holder.
This is published in Annual Review of English Language Education in Japan, 2007 Vol.18 pp.121-130 (C)2009 Japan Society of English Language Education |
発行日 | 2007-03-01
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出版物タイトル |
Annual Review of English Language Education in Japan
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巻 | 18巻
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出版者 | Japan Society of English Language Education
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出版者(別表記) | 全国英語教育学会
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開始ページ | 121
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終了ページ | 130
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ISSN | 1344-8560
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NCID | AA10890588
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資料タイプ |
学術雑誌論文
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言語 |
英語
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著作権者 | 全国英語教育学会
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論文のバージョン | publisher
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査読 |
有り
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Submission Path | english_languages_and_literature/7
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