The Effect of Rhythmic Instruction on Listening Ability of Japanese EFL Learners

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概要

• 論文の詳細を見る

• The purpose of the present study is to test the following three hypotheses: 1. Japanese EFL learners make more listening errors at unstressed syllables than at stressed syllables in interstress interval (ISI, henceforth), 2. Rhythmic instruction will be effective for students' listening ability, 3. The number of listening errors made at unstressed syllables will decrease with rhythmic instruction. Further study will be done to find out how learners' errors depend on the number of unstressed syllables, ranging from one to four, by measuring duration of each ISI. The present study will also suggest that rhythmic instruction for EFL learners is more effective at earlier stages of learning by examining the relationships among progress, proficiency, and motivation.

• 外国語教育メディア学会の論文

著者

• 中野 秀子

  Fukuoka University Of Education

関連論文

• Listening Conversational Cloze Tests and Oral Communication Ability
• The Effect of Rhythmic Instruction on Listening Ability of Japanese EFL Learners

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