英作文の誤り,推敵,フィードバック効果の心理学的分析と考察 : 文法知識,メタ言語的モニター,熟達度を中心に

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This paper reports on the results of psychological analyses of errors, self-revision, and effect of feedback on English compositions by Japanese learners of English. A simple "picturedescription" experiment was carried out in which subjects were asked to write compositions, revise them by themselves, and correct errors which were indicated by feedback of underlining. It was found that subjects were able to correct only 6% and 45% of errors without and with feedback, respectively. These results will be discussed in terms of several issues, such as "implicit vs. explicit" grammatical knowledge, "declarative vs. procedural" knowledge, and "definitional vs. contextual" word knowledge, providing some insights into teaching writing skills.
全国英語教育学会の論文