第二言語学習における多量のインプット強調と明示的指導の効果 Effects of Enhanced Input Flood and Explicit Instruction on L2 Learning

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This paper examined the effects of "enhanced input flood" (White, 1998) and explicit instruction on the noticing and the learning of a target form, participial adjectives of emotion verbs. There were two major research questions: . Does enhanced input flood promote the noticing and the learning of the target form? . Does enhanced input flood with explicit explanation promote the learning of the form more than that without explicit explanation? The classroom-based, quasiexperimental research included a pretest-post-test design and involved 28 Japanese college students from three ongoing English classes. The results partially supported the effects of enhanced input flood with explicit instruction on the noticing and the learning of the form. The more detailed results and some suggestions for further research are stated in the paper.

This paper examined the effects of "enhanced input flood" (White, 1998) and explicit instruction on the noticing and the learning of a target form, participial adjectives of emotion verbs. There were two major research questions: . Does enhanced input flood promote the noticing and the learning of the target form? . Does enhanced input flood with explicit explanation promote the learning of the form more than that without explicit explanation? The classroom-based, quasiexperimental research included a pretest-post-test design and involved 28 Japanese college students from three ongoing English classes. The results partially supported the effects of enhanced input flood with explicit instruction on the noticing and the learning of the form. The more detailed results and some suggestions for further research are stated in the paper.

収録刊行物

  • 聖学院大学論叢

    聖学院大学論叢 23(2), 15-30, 2011-03-25

    聖学院大学

各種コード

  • NII論文ID(NAID)
    110008427897
  • NII書誌ID(NCID)
    AN10068733
  • 本文言語コード
    JPN
  • 資料種別
    Departmental Bulletin Paper
  • 雑誌種別
    大学紀要
  • ISSN
    09152539
  • NDL 記事登録ID
    11049680
  • NDL 雑誌分類
    ZV1(一般学術誌--一般学術誌・大学紀要)
  • NDL 請求記号
    Z22-1511
  • データ提供元
    NDL  NII-ELS  IR 
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