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The Effect of Teacher Feedback Type on Composition Revision by Learners of Japanese as a Second Language
https://kuis.repo.nii.ac.jp/records/372
https://kuis.repo.nii.ac.jp/records/3726bb47fc6-7262-4232-bfa2-ef0ad488c517
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00000205727.pdf (1.2 MB)
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asKUIS 著作権ポリシーを参照のこと
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2002-03-01 | |||||
| タイトル | ||||||
| タイトル | The Effect of Teacher Feedback Type on Composition Revision by Learners of Japanese as a Second Language | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | revision | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | feedback | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | form | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | content | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | attention | |||||
| 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 | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 著者名(英) |
Kobayashi, Hitomi
× Kobayashi, Hitomi |
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| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This study investigated the effect of teacher feedback on Japanese as Second Language (JSL) learners' revision of their own compositions. Eleven participants wrote a letter to an imaginary pen pal. A few days later, they revised their original composition using the given feedback. Half of the students were given form-focused feedback and the other half, content-focused feedback. The original and the revised compositions were analyzed and compared for fluency, accuracy, complexity, and topical structure. Two types of measures were used : linguistic feature analysis and teacher evaluation. It was found that, compared with the originals, revised compositions were better in terms of fluency, accuracy, and complexity, and were more highly rated by teachers. Furthermore, the two types of feedback had different effects on revision : students in the form-focused feedback condition tend to produce more accurate compositions, whereas those given content-focused feedback tend to produce more fluent and more complex compositions. Some implications are drawn for research and practice in classroom L2 writing. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10576042 | |||||
| 書誌情報 |
言語科学研究 : 神田外語大学大学院紀要 巻 8, p. 45-70, 発行日 2002-03 |
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