神戸大学附属図書館デジタルアーカイブ
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https://doi.org/10.24546/81003808
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2024-04-19
11:18 集計
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81003808 (fulltext)
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81003808
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open access
出版タイプ
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タイトル
Forms and Meaning-Focused Instructionの効果 : 日本人英語学習者への語強勢の指導を通して
その他のタイトル
Effects of forms and meaning-focused instruction on the pronunciation of word stress by Japanese EFL learners
著者
著者名
草野, 遥
Kusano, Haruka
クサノ, ハルカ
所属機関名
神戸大学大学院国際文化学研究科
著者名
大和, 知史
Yamato, Kazuhito
ヤマト, カズヒト
所属機関名
神戸大学国際コミュニケーションセンター
収録物名
神戸大学国際コミュニケーションセンター論集
巻(号)
8
ページ
25-36
出版者
神戸大学国際コミュニケーションセンター
刊行日
2011
公開日
2012-04-05
抄録
Although ‘form-focused instruction’ (FFI) is often considered as one of the promising methods for teaching second language grammar and vocabulary, its usefulness in improving pronunciation has yet to be explored. The current study compares the effects of ‘forms and meaning-focused instruction’ (FMF) and traditional reading aloud instruction—i.e. ‘forms-focused instruction’ (FF)—on learners’ pronunciation development with particular reference to English word stress. Fifty-one Japanese junior high school students received seven 10-minute pronunciation instructions for three weeks; the instructions were designed to help the students practice word stress. The instructor provided communicative activities followed by grammatical explanation and listen and repeat practice to the FMF group (n = 25). On the other hand, reading aloud practice followed by grammatical explanation and listen and repeat practice was provided to the students in the FF group (n = 26). A listening test to assess perception of word stress and reading aloud test to assess production of word stress were conducted using pre- and posttest measures. A two-way repeated measures ANOVA of the difference between the scores of the pre- and posttests showed that both FF and FMF affect students’ perception and production of English word stress, although no significant difference was detected between FF and FMF. The results suggest that FMF, a type of FFI, can be used to improve learners’ pronunciation and that FMF is one of the effective methods to emerge from the current trend of communicative language teaching.
カテゴリ
国際文化学研究科
神戸大学国際コミュニケーションセンター論集
>
8号(2011)
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departmental bulletin paper
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Japanese (日本語)
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AA12182319
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