東華大學圖書館 |

語系: 繁體中文

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 Efficacy of Translation and Oral...

Ito, Kinji.

FindBook

Google Book

Amazon

博客來

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development./
作者:	Ito, Kinji.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275601
ISBN:	9780355082685

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
Ito, Kinji.

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 224 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--State University of New York at Binghamton, 2017.

This paper examines the efficacy of translation and oral corrective feedback on intermediate Japanese language learning. The former consists of composition with regard to writing accuracy and fluency, as well as lexical acquisition. The main purpose of this dissertation is to find ways of helping learners acquire Japanese language skills most effectively. Specifically, translation assisted composition and vocabulary learning, and corrective feedback were selected as potentially powerful teaching tools for promoting language proficiency development. This study adopted the action research method and a total of 21 participants took my course Japanese Through Translation.

ISBN: 9780355082685Subjects--Topical Terms:

3172512
Foreign language education.

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
LDR:03375nmm a2200313 4500 001 2156705
005 20180517121919.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355082685
035 $a (MiAaPQ)AAI10275601
035 $a (MiAaPQ)binghamton:12401
035 $a AAI10275601
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ito, Kinji. $3 3344468
245 1 4 $a The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: David C. Stahl.
502 $a Thesis (Ph.D.)--State University of New York at Binghamton, 2017.
520 $a This paper examines the efficacy of translation and oral corrective feedback on intermediate Japanese language learning. The former consists of composition with regard to writing accuracy and fluency, as well as lexical acquisition. The main purpose of this dissertation is to find ways of helping learners acquire Japanese language skills most effectively. Specifically, translation assisted composition and vocabulary learning, and corrective feedback were selected as potentially powerful teaching tools for promoting language proficiency development. This study adopted the action research method and a total of 21 participants took my course Japanese Through Translation.
520 $a Since, in today's academic settings, language courses are designed to develop learners' communicative competencies, translation has been overlooked. Based on my experience, however, I believed that translation is an efficient means of adopting a metalinguistic attitude toward language learning, and especially useful for learning semantic and lexical elements. Consequently, the effectiveness of translation was examined by comparing two writing modes (translated and direct) and two vocabulary learning procedures (deliberate and incidental). The results show that participants enhanced writing accuracy through translation, and retained more lexical items via incidental practices. They not only utilized learned skills and knowledge of writing, but of speaking as well. As instructor-researcher, I employed three different types of oral corrective feedback in order of implicitness---recast, elicitation, and metalinguistic---to investigate which worked best for second language (L2) learners. Each was provided in turn when they made errors in utterances during one-on-one conversations. In the end, the third mode outperformed the others by a large margin.
520 $a The study also found that tasks/cues involving cognitive processes were more useful for storing information in and retrieving information from the memory system. This helps explain why translation is an effective means of learning a foreign language, and metalinguistic feedback is a powerful teaching tool that helps students improve their linguistic performance. Although the degree may vary, all three research categories are interconnected via human cognitive processes, which clearly play an important role in L2 learning.
590 $a School code: 0792.
650 4 $a Foreign language education. $3 3172512
690 $a 0444
710 2 $a State University of New York at Binghamton. $b Translation Research and Instruction Program. $3 3170655
773 0 $t Dissertation Abstracts International $g 78-12A(E).
790 $a 0792
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275601