Note-taking Instruction Using L1 and L2 Lectures

• NEKODA Hidenobu

  島根大学

Bibliographic Information

Other Title

• L1およびL2によるノートテイキング指導：継続指導による効果の検証

Abstract

This study investigates whether brief note-taking strategy instruction in L1 and then in L2 facilitates students to understand L2 lectures and how it influences their attitudes toward note-taking. Participants included 33 Japanese university students who were divided into an experimental and a control group. The former had 30-minute note-taking instruction per week for two months. They used L1 and L2 lectures three and five times, respectively. L2 lecture listening comprehension tests were conducted three times (pre-, mid-, and post-test). The results revealed that the experimental group’s scores increased significantly in the mid-test, given soon after L1 instruction. Most of the experimental-group students noted the necessity and difficulty of adopting appropriate note-taking strategies depending on the textual characteristics of lectures.

Journal

• CASELE JOURNAL

  CASELE JOURNAL 50 (0), 23-35, 2020-03-31

  The Chugoku Academic Society of English Language Education

Details

• CRID: 1390569015603801216
• NII Article ID: 130008020703
• DOI: 10.18983/caselejournal.50.0_23
• ISSN: 24354465
• ISSN: 24354422
• Text Lang: ja
• Data Source:
  • JaLC
  • CiNii Articles
• Abstract License Flag: Allowed