| Project/Area Number |
05680201
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
教科教育
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| Research Institution | TOKYO GAKUGEI UNIVERSITY |
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Principal Investigator |
KANATANI Ken Tokyo Gakugei University, School of Education, Professor., 教育学部, 教授 (70134757)
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| Co-Investigator(Kenkyū-buntansha) |
OIKAWA Ken Tokyo Gakugei University, School of Education, Assistant., 教育学部, 助手 (60262218)
TONO Yukio Tokyo Gakugei University, School of Education, Assistant Professor., 教育学部, 講師 (10211393)
NODA Tetsuyu Tokyo Gakugei University, School of Education, Professor., 教育学部, 教授 (30135834)
ITOH Kaichi Tokyo Gakugei University, School of Education, Professor., 教育学部, 教授 (90015834)
片山 七三雄 東京学芸大学, 教育学部, 助手 (60214334)
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| Project Period (FY) |
1993 – 1995
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| Project Status |
Completed (Fiscal Year 1995)
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| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1995: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1994: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1993: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | SLA / feedback / teacher correction / writing / error analysis / intervention / language teaching / single-draft design / フィードバック / 語彙的誤り / 英語教育 / 英作文(指導) / 教師の介入(intervention) / error analysis / interlanguage / 誤りの分析 |
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| Research Abstract |
We investigated the effect of teacher correction on EFL compositions from lexical perspectives. Although our conclusion should be quite modest, the analysis of verb collocation errors in different feedback groups indicates that there was no positive effect of teacher correction on the number of students'lexical errors in subsequent drafts. We found in our previous research that the Correction groups outperformed the other groups in senior high school level, but this present study could not verify the claim.
Our present report can claim tha in high school EFL writing class, more emphasis should be placed upon the use of extensive writing tasks, in which teachers should not worry too much about correcting learners'errors.
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