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The effects of written languaging on new essay writing：a qualitative analysis
https://mue.repo.nii.ac.jp/records/816
https://mue.repo.nii.ac.jp/records/8164324c0a2-43f8-4243-b1f9-e05d088cb858
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
The effects of written languaging on new essay writing：a qualitative analysis (2.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2019-02-22 | |||||
| タイトル | ||||||
| タイトル | The effects of written languaging on new essay writing：a qualitative analysis | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 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 | |||||
| 著者 |
SUZUKI, Wataru
× SUZUKI, Wataru |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | According to Swain（2006）, providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. In second language acquisition（SLA）research, languaging（e.g., collaborative dialogue, private speech）has been suggested as playing a crucial role in learning a second language（L2）. This study explored the effects of written languaging（ i.e., written self-explanations） about written corrective feedback provided on draft essays written by 24 Japanese learners of English. The effect of written languaging was assessed by new essay writing. The effect of written languaging in improving accuracy depended on error types such as articles and conditionals. In this article, I argue that L2 teachers may wish to ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during classroom activities. | |||||
| 書誌情報 |
宮城教育大学紀要 en : Bulletin of Miyagi University of Education 巻 53, p. 239-246, 発行日 2019-01-31 |
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