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Do Types of Output Activities Influence Learners' Acquisition of Accurate Grammatical Forms?(In Commemoration of the Retirement of Professor Shunsuke Okuda, Michinobu Takagi and Tadashi Takahashi)
https://cuc.repo.nii.ac.jp/records/2019
https://cuc.repo.nii.ac.jp/records/201938048377-ed50-4d00-bde1-637d998f7f73
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004188697.pdf (580.2 kB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2004-12-31 | |||||||
| タイトル | ||||||||
| タイトル | Do Types of Output Activities Influence Learners' Acquisition of Accurate Grammatical Forms?(In Commemoration of the Retirement of Professor Shunsuke Okuda, Michinobu Takagi and Tadashi Takahashi) | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 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 | |||||||
| ページ属性 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | P(論文) | |||||||
| 記事種別(日) | ||||||||
| 論説 | ||||||||
| 記事種別(英) | ||||||||
| en | ||||||||
| Article | ||||||||
| 論文名よみ | ||||||||
| その他のタイトル | Do Types of Output Activities Influence Learners' Acquisition of Accurate Grammatical Forms?(In Commemoration of the Retirement of Professor Shunsuke Okuda, Michinobu Takagi and Tadashi Takahashi) | |||||||
| 著者名よみ |
オノダ, サカエ
× オノダ, サカエ
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| 著者名(英) |
ONODA, Sakae
× ONODA, Sakae
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| 著者所属(日) | ||||||||
| 千葉商科大学英語教育学 | ||||||||
| 抄録(英) | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | This study investigated the effects of two kinds of output tasks on the acquisition of grammatical forms by Japanese university students in a communicative language teaching (CLT, hereafter) context Unlike the inductive grammar learning stressed in CLT, explicit grammar teaching has recently been claimed to be effective in improving grammatical accuracy. However, this approach to the teaching of grammar needs to be reinforced by follow-up output tasks. Some researchers maintain that form-focused tasks (controlled communicative output tasks) enhance the acquisition of target grammar, while others advocate the importance of using meaning-based tasks (comprehension-based output tasks). In order to compare the effects of these two kinds of tasks, an experiment was conducted with a group of university students. The results indicate that communicative output tasks are more effective than comprehension-based tasks in the teaching of grammar. | |||||||
| 雑誌書誌ID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00142578 | |||||||
| 書誌情報 |
千葉商大紀要 巻 42, 号 3, p. 261-271, 発行日 2004-12-31 |
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