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インタラクションを通しての第二言語語彙意味習得
https://doi.org/10.15052/00000342
https://doi.org/10.15052/00000342991ddc48-1b89-4a36-8f3f-fa5fa4f4e68e
名前 / ファイル | ライセンス | アクション |
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長崎睦子_インタラクションを通しての第二言語語彙意味習得_聖学院大学論叢18-3号.pdf (145.4 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2017-09-12 | |||||
タイトル | ||||||
タイトル | インタラクションを通しての第二言語語彙意味習得 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Acquisition of New L2 Word Meanings through Interaction | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 相互交流仮説 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | インタラクションを通して修正されたインプット | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 強制アウトプット | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 社会文化理論 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 第二言語語彙学習 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 協同的対話 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | The Interaction Hypothesis | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Interactionally Modified Input | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Pushed Output | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | The Sociocultural Theory | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Scaffolding | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | L2 Vocabulary Learning | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Collaborative Dialogue | |||||
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 | 10.15052/00000342 | |||||
ID登録タイプ | JaLC | |||||
著者 |
長崎, 睦子
× 長崎, 睦子 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The purpose of this study was to investigate whether interactionally modified input and output promote the acquisition of new second language (L2) word meanings. Two experimental groups, the interactionally modified input group and the interactionally modified input with pushed output group, engaged in a listening task based on directions including 10 target words. The task between the two groups differed according to whether the participants had opportunities to modify their output. The result showed the effectiveness of both interactionally modified input and output on L2 vocabulary learning; however, the modified input with output group outperformed the modified input without output group. From a sociocultural perspective, the study also analyzed learner/learner interaction: collaborative dialogue between learners during the task for any signs of scaffolding. The dialogue indicated that, through collaborative work, the learners were encouraged to cooperate to achieve the goal and learn the meanings of the words effectively. | |||||
書誌情報 |
聖学院大学論叢 en : The Journal of Seigakuin University 巻 第18巻, 号 第3号, p. 289-304, 発行日 2006-03 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0915-2539 |