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  1. 紀要論文
  2. 実践女子大学CLEIPジャーナル
  3. 第6号

Does the L1⁺ Approach Derived from Syntactic Priming Research Facilitate Sentence Production for Japanese English Learners?

https://doi.org/10.34388/1157.00002130
https://doi.org/10.34388/1157.00002130
04e0f1a1-d3d9-4b96-8e1f-9ba680dd39ec
名前 / ファイル ライセンス アクション
CLEIP_Journal_Vol6-3.pdf CLEIP_Journal_Vol6-3 (757.2 kB)
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Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2020-06-12
タイトル
タイトル Does the L1⁺ Approach Derived from Syntactic Priming Research Facilitate Sentence Production for Japanese English Learners?
タイトル
タイトル Does the L1⁺ Approach Derived from Syntactic Priming Research Facilitate Sentence Production for Japanese English Learners?
言語 en
言語
言語 eng
キーワード
言語 en
主題Scheme Other
主題 holistic approach
キーワード
言語 en
主題Scheme Other
主題 syntactic priming
キーワード
言語 en
主題Scheme Other
主題 cross-language syntactic priming
キーワード
言語 en
主題Scheme Other
主題 sentence production
キーワード
言語 en
主題Scheme Other
主題 L1⁺
キーワード
言語 en
主題Scheme Other
主題 oral proficiency
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 10.34388/1157.00002130
ID登録タイプ JaLC
著者 中山, 誠一

× 中山, 誠一

WEKO 4669

中山, 誠一

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著者別名
識別子Scheme WEKO
識別子 4838
姓名 Nakayama, Tomokazu
抄録
内容記述タイプ Abstract
内容記述 This study empirically investigates whether the L1+ approach will facilitate learners’ English sentence productions by comparing the performance of students with two varying proficiency levels. L1+ is a bridge language where Japanese words are placed in English word order. Twenty-eight Japanese female university students participated in ninety-minute weekly training for fifteen weeks, with six interview tests in total. The sample was divided into a high and low group according to the total number of sentences produced in the six interviews. The analysis indicated the following five findings: 1. high group significantly improved in sentence production, compared to the low group (p<.01), 2. The improvement of the high group’s performance was observed in sequential interviews (p<.01) but, 3. the low group’s performance depicted no significant sequential changes from the first to the fifth interviews, 4. the final exam scores of the high group were significantly higher than those of low group, 5. only the high group significantly improved self-efficacy through this study. The results suggest that the reason for no significant gain observed in the low group is due to their reliance on internal factors, such as self-efficacy, towards learning English, in contrast to the intervention proposed.
書誌情報 実践女子大学CLEIPジャーナル
en : Jissen Women's University CLEIP Journal

巻 6, p. 23-37, 発行日 2020-03-06
出版者
出版者 実践女子大学
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AA1271419X
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