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アイテム
Dictogloss: Is it an Effective Language Learning Task?
http://hdl.handle.net/10112/6783
http://hdl.handle.net/10112/678394873403-c11f-4780-a20f-1c40839be746
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KU-1100-19960000-04.pdf (678.2 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
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| 公開日 | 2012-06-29 | |||||
| タイトル | ||||||
| タイトル | Dictogloss: Is it an Effective Language Learning Task? | |||||
| 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 | journal article | |||||
| 著者 |
Nabei, Toshiyo
× Nabei, Toshiyo |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 20566 | |||||
| 姓名 | 名部井, 敏代 | |||||
| 概要 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | SLA studies on interaction support the hypothesis that negotiation is a useful context for language learning. Based on the assumption that learner’s awareness of language form facilitates their language learning, Kowal and Swain (1994) claimed that dictogloss was an effective language learning task since the task provide a context for negotiation. This paper examines learners’ interaction in the interactional stage of dictogloss to see how it might facilitate L2 learning. The learners’ interaction suggests that the four procedural stages of the task are all important for language learning. | |||||
| 書誌情報 |
University of Pennsylvania Working Papers in Educational Linguistics 巻 12, 号 1, p. 59-74, 発行日 1996 |
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| 権利 | ||||||
| 権利情報 | (C) The University of Pennsylvania Graduate School of Education\nWe obtained permission to copy from the copyright owner: The University of Pennsylvania Graduate School of Education.\nThe original data is available at http://www.gse.upenn.edu/wpel/. | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | University of Pennsylvania | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 関西大学 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Kansai University | |||||
