問題への気づきが言語形式の取り込みに与える影響 : 問題への気づきによって引き起こされる認知的活動とそれが学習へ与える影響

概要

論文の詳細を見る
This study aims to clarify (a) how noticing a hole during output encourages learners of English to incorporate linguistic forms into their IL system and (b) what cognitive activities are triggered by noticing a hole. A total of 102 undergraduate students, who were divided into 3 groups based on their English proficiency, took part in an experiment, in which they worked on guided summarizing, wrote down what they had thought when noticing a hole and were exposed to relevant input. The participants were asked to work on the same guided summarizing in the following week without previous notice to examine how they incorporated linguistic forms into their IL system from the relevant input. The results are: (a) noticing a hole during output encourages learners of English to incorporate linguistic forms into their IL system from the relevant input, (b) noticing a hole triggers various cognitive activities and they have different influences on the incorporation of linguistic forms and (c) learners with high proficiency incorporate more linguistic forms into their IL system from the relevant input.
全国英語教育学会の論文