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Simultaneous Attention to Complex Linguistic Forms and Meaning During Input Processing
https://jissen.repo.nii.ac.jp/records/398
https://jissen.repo.nii.ac.jp/records/398254046bc-a103-4f8d-a2dc-165f272af1f7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00005310263 (1.2 MB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2008-03-01 | |||||
| タイトル | ||||||
| タイトル | Simultaneous Attention to Complex Linguistic Forms and Meaning During Input Processing | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 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 | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(日) | ||||||
| 値 | 研究論文 | |||||
| 記事種別(英) | ||||||
| 言語 | en | |||||
| 値 | Article | |||||
| 論文名よみ | ||||||
| その他のタイトル | Simultaneous Attention to Complex Linguistic Forms and Meaning During Input Processing | |||||
| 著者名(日) |
村岡, ゆか
× 村岡, ゆか |
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| 著者名よみ |
ムラオカ, ユカ
× ムラオカ, ユカ |
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| 著者名(英) |
Muraoka, Yuka
× Muraoka, Yuka |
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| 著者所属(日) | ||||||
| 値 | 実践女子大学非常勤 | |||||
| 著者所属(英) | ||||||
| 言語 | en | |||||
| 値 | JISSEN WOMEN'S UNIVERSITY | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The present study investigates whether it is possible for L2 learners to pay simultaneous attention to both meaning and forms during input processing, even when the forms are complex in nature. The study also examines whether there are any differences in the extent to which L2 learners can pay conscious attention to four target forms (the 3rd person singular marker, the plural marker, English articles, and indirect objects). The participants in this study were 41 Japanese college students randomly assigned into a Meaning-Only group (MO), a Form-Only group (FO), and a Form-Meaning group (MF). All of the groups engaged in a reading-comprehension activity by being exposed to a text containing errors regarding the four target forms. The MO group was asked to read a text only for comprehension; the FO group was instructed to read a text only for finding errors; and the MF group was directed to read a text both for comprehension and for finding errors. On the completion of the readings, all the groups were asked to write down as much of the text's content and errors that they could possibly remember. The rate of comprehension was assessed by means of idea unit analysis. The degree of noticing of erroneous forms was measured by calculating the number of the participants who reported to have detected errors during reading. The results appear to indicate that the participants could process meaning and forms concurrently to a certain extent; however, different structures resulted in different amounts of processing. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12216647 | |||||
| 書誌情報 |
実践女子大学FLCジャーナル 巻 3, p. 31-47, 発行日 2008-03 |
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