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EFL学習者の聴解に及ぼすプレリスニング活動の効果について
https://doi.org/10.34429/00001509
https://doi.org/10.34429/0000150963d67be0-658d-4577-ae5b-205d3450b269
名前 / ファイル | ライセンス | アクション |
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10_138-148.pdf (98.7 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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公開日 | 2012-05-29 | |||||||||||
タイトル | ||||||||||||
言語 | ja | |||||||||||
タイトル | EFL学習者の聴解に及ぼすプレリスニング活動の効果について | |||||||||||
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 | |||||||||||
ID登録 | ||||||||||||
ID登録 | 10.34429/00001509 | |||||||||||
ID登録タイプ | JaLC | |||||||||||
タイトルヨミ | ||||||||||||
ja-Kana | ||||||||||||
EFL ガクシュウシャ ノ チョウカイ ニ オヨボス プレリスニング カツドウ ノ コウカ ニ ツイテ | ||||||||||||
タイトル(別表記) | ||||||||||||
その他のタイトル | The Effects of Pre-Listening Activities on EFL Learners' Listening Comprehension | |||||||||||
言語 | en | |||||||||||
著者名 |
田中, 武夫
× 田中, 武夫
× 赤羽, 美奈子
× 田中, 知聡
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著者名ヨミ | ||||||||||||
姓名 | タナカ, タケオ(ja-Kana) | |||||||||||
著者名ヨミ | ||||||||||||
姓名 | アカハネ, ミナコ(ja-Kana) | |||||||||||
著者名ヨミ | ||||||||||||
姓名 | タナカ, チサト(ja-Kana) | |||||||||||
著者名(別表記) | ||||||||||||
姓名 | Tanaka, Takeo(en) | |||||||||||
著者名(別表記) | ||||||||||||
姓名 | Akahane, Minako(en) | |||||||||||
著者名(別表記) | ||||||||||||
姓名 | Tanaka, Chisato(en) | |||||||||||
内容 | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | In the literature on second language listening comprehension, there is general agreement that pre-listeningactivities improve learners' listening comprehension. Pre-listening activities are often divided into twotypes, schema-activation and vocabulary pre-teaching. Although schema-activation pre-listening activitieshave been the preferred topic of second language listening research, there has been several empirical studiescomparing the relative effectiveness of schema-activation and vocabulary pre-teaching activities. However,as we find from the results of these studies, it remains unclear which is more effective for improvinglearners' listening comprehension. In the present study we uncover some methodological problems in thestudies to date and, focusing on EFL instruction, we determine which type of pre-listening activity enhanceslistening comprehension for Japanese high school students. Our study reveals that for beginning level EFLlearners, vocabulary pre-teaching as a pre-listening activity enhances listening comprehension more thanschema-activation. | |||||||||||
言語 | en | |||||||||||
出版者 | ||||||||||||
言語 | ja | |||||||||||
出版者 | 山梨大学教育人間科学部 | |||||||||||
ISSN | ||||||||||||
収録物識別子タイプ | ISSN | |||||||||||
収録物識別子 | 1882-5923 | |||||||||||
NCID | ||||||||||||
収録物識別子タイプ | NCID | |||||||||||
収録物識別子 | AA12316801 | |||||||||||
書誌情報 |
ja : 山梨大学教育人間科学部紀要 en : Bulletin of the Faculty of Education & Human Sciences 巻 10, p. 138-148, 発行日 2009-03-10 |
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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 |