@article{oai:serve.repo.nii.ac.jp:00000493,
 author = {長崎, 睦子 and 島田, 洋子},
 issue = {第2号},
 journal = {聖学院大学論叢, The Journal of Seigakuin University},
 month = {Mar},
 note = {This paper examined the effects of “enhanced input flood” (White, 1998) and explicit instruction on the noticing and the learning of a target form, participial adjectives of emotion verbs. There were two major research questions: . Does enhanced input flood promote the noticing and the learning of the target form? . Does enhanced input flood with explicit explanation promote the learning of the form more than that without explicit explanation? The classroom-based, quasiexperimental research included a pretest-post-test design and involved 28 Japanese college students from three ongoing English classes. The results partially supported the effects of enhanced input flood with explicit instruction on the noticing and the learning of the form. The more detailed results and some suggestions for further research are stated in the paper.},
 pages = {15--30},
 title = {第二言語学習における多量のインプット強調と明示的指導の効果},
 volume = {第23巻},
 year = {2011},
 yomi = {ナガサキ, ムツコ and シマダ, ヨウコ}
}