東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Indirect teacher feedback on Japanes...

Ito, Katsuhiro.

Linked to FindBook

Google Book

Amazon

博客來

Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation./
Author:	Ito, Katsuhiro.
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3669258
ISBN:	9781321447163

Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation.
Ito, Katsuhiro.

Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation. - 208 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2014.

This item must not be sold to any third party vendors.

Although many researchers have shown the positive effects of teacher feedback on second language (L2) writing, it is still unclear to what extent L2 learners are able to self-correct their errors accurately in their revisions responding to indirect teacher feedback. Likewise, potential application of electronic corpora that improves L2 writers' writing skills has been explored over the past decade. However, there are only few empirical studies examining the effect of corpus consultation by L2 learners on improved learning outcomes.

ISBN: 9781321447163Subjects--Topical Terms:

643551
Language.

Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation.
LDR:03040nmm a2200325 4500 001 2061806
005 20151020075129.5
008 170521s2014 eng d
020 $a 9781321447163
035 $a (MiAaPQ)AAI3669258
035 $a AAI3669258
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ito, Katsuhiro. $3 3176123
245 1 0 $a Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation.
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Mariko M. Wei.
502 $a Thesis (Ph.D.)--Purdue University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Although many researchers have shown the positive effects of teacher feedback on second language (L2) writing, it is still unclear to what extent L2 learners are able to self-correct their errors accurately in their revisions responding to indirect teacher feedback. Likewise, potential application of electronic corpora that improves L2 writers' writing skills has been explored over the past decade. However, there are only few empirical studies examining the effect of corpus consultation by L2 learners on improved learning outcomes.
520 $a The present study investigated the role that corpus consultation plays in the correction of errors via four types of indirect feedback (uncoded indirect feedback only, coded indirect feedback only, uncoded indirect feedback with corpus consultation, and coded indirect feedback with corpus consultation) for lower level Japanese as Foreign Language (JFL) learners. It also examined whether the use of concordance program enhanced accuracy in writing, and whether any effects of indirect feedback with corpus consultation could be retained over a long-term period. Additionally, their perceptions and attitudes toward the corpus consultation were investigated.
520 $a The results indicated that, in terms of accuracy gain, uncoded/coded indirect feedback with the corpus consultation led to more accurate error correction than uncoded indirect feedback only. Likewise, from the short-term perspective, uncoded feedback with the corpus consultation was significantly more effective than uncoded/coded indirect feedback only. As to long-term effect, however, corpus consultation had a significant positive effect when uncoded indirect feedback was provided on the students' writings. Overall, the JFL learners expressed positive attitudes toward the use of corpus and agreed that it was beneficial to improve their writing skills. In specific, as compared to traditional references such as a paper-based dictionary and a textbook, they felt that corpus consultation was more helpful.
590 $a School code: 0183.
650 4 $a Language. $3 643551
650 4 $a Bilingual education. $3 2122778
650 4 $a Foreign language education. $3 3172512
690 $a 0679
690 $a 0282
690 $a 0444
710 2 0 $a Purdue University. $b Languages and Cultures. $3 2094857
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3669258