語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The effects of focus-on-form tasks o...
~
Koyanagi, Kaoru.
FindBook
Google Book
Amazon
博客來
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness".
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness"./
作者:
Koyanagi, Kaoru.
面頁冊數:
412 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 4060.
Contained By:
Dissertation Abstracts International60-02A.
標題:
Language, Linguistics. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920550
ISBN:
9780599197039
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness".
Koyanagi, Kaoru.
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness".
- 412 p.
Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 4060.
Thesis (Ph.D.)--Georgetown University, 1998.
The present study investigates the effects of focus-on-form tasks that attempt to direct learners' attention to a certain form in meaningful contexts from a cognitive perspective. The target of instruction is one of the four conditionals in Japanese, "to" which is subject to two semantic restrictions: time sequence restriction and modality restriction. University students in the U.S. participated in the experiment. In order to maintain learners' attention to a form in task-based instruction, explicit instruction was provided to increase the likelihood of learners' noticing a certain form, and input processing tasks which enable learners to take in as much input as possible to use for acquisition, preceded output processing tasks. During output processing tasks, learners were pushed to produce a target form by being asked for clarification. This group (Output Group) was compared with three groups: one group engaged in explicit instruction and input processing tasks only (Input Group); another group engaged in audiolingual lessons (Drill Group); and the other received no instruction (Control Group). Scores of a pretest and two posttest, each of which consists of grammaticality judgment, listening comprehension, oral production and written production were analyzed.
ISBN: 9780599197039Subjects--Topical Terms:
1018079
Language, Linguistics.
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness".
LDR
:03180nam a2200289 4500
001
1968599
005
20141203122308.5
008
150210s1998 ||||||||||||||||| ||eng d
020
$a
9780599197039
035
$a
(MiAaPQ)AAI9920550
035
$a
AAI9920550
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Koyanagi, Kaoru.
$3
2105779
245
1 4
$a
The effects of focus-on-form tasks on the acquisition of a Japanese conditional "to": Input, output and "task-essentialness".
300
$a
412 p.
500
$a
Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 4060.
500
$a
Mentor: Catherine Doughty.
502
$a
Thesis (Ph.D.)--Georgetown University, 1998.
520
$a
The present study investigates the effects of focus-on-form tasks that attempt to direct learners' attention to a certain form in meaningful contexts from a cognitive perspective. The target of instruction is one of the four conditionals in Japanese, "to" which is subject to two semantic restrictions: time sequence restriction and modality restriction. University students in the U.S. participated in the experiment. In order to maintain learners' attention to a form in task-based instruction, explicit instruction was provided to increase the likelihood of learners' noticing a certain form, and input processing tasks which enable learners to take in as much input as possible to use for acquisition, preceded output processing tasks. During output processing tasks, learners were pushed to produce a target form by being asked for clarification. This group (Output Group) was compared with three groups: one group engaged in explicit instruction and input processing tasks only (Input Group); another group engaged in audiolingual lessons (Drill Group); and the other received no instruction (Control Group). Scores of a pretest and two posttest, each of which consists of grammaticality judgment, listening comprehension, oral production and written production were analyzed.
520
$a
The major findings are that focus-on-form tasks had short-term as well as long-term effects, compared to audiolingual lessons that are "focus on forms." However, no difference was found between the Input Group and the Output Group. Post-hoc analysis shows that instructional procedures in the Output Group was not substantially different from the Input Group. Comparing the two output activities, the Drill Group shows an immediate effect in terms of grammaticality judgment and oral production although the attained level was lower than the Output Group; yet this immediate improvement disappeared two months later. In contrast, the Drill Group maintained gain scores in written production. This suggests that integration of form and meaning is important for internalization of grammatical knowledge and its automatization. The present study presents empirical evidence for task-based language teaching (TBLT) that is one way to realize "focus on form."
590
$a
School code: 0076.
650
4
$a
Language, Linguistics.
$3
1018079
650
4
$a
Language, Modern.
$3
1018098
690
$a
0290
690
$a
0291
710
2
$a
Georgetown University.
$3
1017582
773
0
$t
Dissertation Abstracts International
$g
60-02A.
790
$a
0076
791
$a
Ph.D.
792
$a
1998
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920550
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9263606
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入