WEKO3
アイテム
Training Learners to Negotiate for Meaning: An Exploratory Case Study
https://doi.org/10.34577/00002591
https://doi.org/10.34577/00002591de3adde8-5533-4350-bec9-0ffc4c8fd335
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Training Learners to Negotiate for Meaning: An Exploratory Case Study (195.8 kB)
|
.png)
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2014-10-31 | |||||
| タイトル | ||||||
| タイトル | Training Learners to Negotiate for Meaning: An Exploratory Case Study | |||||
| 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 | 10.34577/00002591 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Fujii, Akiko
× Fujii, Akiko× Obata, Motoko× Takahashi , Sayo× Tanabe, Sayaka |
|||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper reports on an exploratory case study investigating the possibility of training second language learners to be effective interlocutors in second language learning tasks. The study followed a pre-test, instruction, post-test design. Four learners completed a picture difference task, then received instruction on negotiation for meaning, and finally completed a different version of the picture difference task. Learners also participated in stimulated recall sessions at each stage of the experiment and completed a questionnaire at the end. Findings suggest that learners are receptive to instruction on negotiation, that such instruction has the potential to enrich the quantity and quality of negotiation between learners, and that instruction on negotiation for meaning may also enhance learners’ motivation for learning. |
|||||
| 書誌情報 |
語学研究 en : ICU Language Research Bulletin 巻 23, p. 1-15, 発行日 2009 |
|||||
| 出版者 | ||||||
| 出版者 | International Christian University the Division of Languages | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0913-3615 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11036468 | |||||
