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Do Participant-selected Topics Influence L2 Writing Fluency? A Replication Study (岩津洋二教授追悼号)
https://stars.repo.nii.ac.jp/records/317
https://stars.repo.nii.ac.jp/records/317bd5d5420-7a42-4c8f-aac9-dc43505edd97
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
GROGAN Myles (534.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-06-17 | |||||
| タイトル | ||||||
| タイトル | Do Participant-selected Topics Influence L2 Writing Fluency? A Replication Study (岩津洋二教授追悼号) | |||||
| タイトル | ||||||
| タイトル | Do Participant-selected Topics Influence L2 Writing Fluency? A Replication Study(岩津洋二教授追悼号) | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Fluency | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Free writing | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Topic selection | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Replication | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Fluency | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Free writing | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Topic selection | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Replication | |||||
| 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 |
GROGAN, Myles
× GROGAN, Myles× LUCAS, Matt× GROGAN, Myles/LUCAS Matt× LUCAS, Matt |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The concept of fluency now forms a key point in some pedagogical approaches (Willis & Willis, 1996; Nation, 2009). Some commentators have suggested that fluency is more often defined in terms of speaking than writing (e.g. Brown, 2003), thus implying a need for further research in written fluency. Specifically, topic selection and how it might relate to written fluency is an area of developing research and provided the basis for this study. We replicate the procedure used by Bonzo (2008) to investigate whether participant or teacher-generated topics affect fluency performance on free-writing tasks, utilizing 84 learners in general English classes at a Japanese university. Statistical analyses (as operationalized using a fluency index from Bonzo) indicated that participant-selected topics produced a significantly greater degree of written fluency than teacher-selected topics. Other data, drawn from focus group interviews and a post-procedure survey, added an extra dimension to the findings in that a distinction may lie between measurable fluency and the fluency perceived on the part of the learner. Participants selected a number of factors they believed affected their fluency, some of which may be at odds with the findings of the statistical analyses. In light of this, pedagogical implications are discussed so that practical classroom applications can be made. | |||||
| 書誌情報 |
桃山学院大学人間科学 en : Human sciences review, St. Andrew's University 号 44, p. 219-244, 発行日 2013-03-29 |
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| 出版者 | ||||||
| 出版者 | 桃山学院大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09170227 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN1020805X | |||||
| 論文ID（NAID） | ||||||
| 関連タイプ | isIdenticalTo | |||||
| 識別子タイプ | NAID | |||||
| 関連識別子 | 110009894761 | |||||
| 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 | |||||
