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ID 30001
フルテキストURL
Thumnail fulltext.pdf 2.81 MB
著者
Iwanaka, Takahiro Graduate School, Hyogo University of Teacher Education
髙塚 成信 Okayama University
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.
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
出版物タイトル
Annual Review of English Language Education in Japan
18巻
出版者
Japan Society of English Language Education
出版者(別表記)
全国英語教育学会
開始ページ
121
終了ページ
130
ISSN
1344-8560
NCID
AA10890588
資料タイプ
学術雑誌論文
言語
English
OAI-PMH Set
岡山大学
著作権者
全国英語教育学会
論文のバージョン
publisher
査読
有り
Submission Path
english_languages_and_literature/7