FUNDAMENTAL STUDY OF TEACHING SKILLS FOR EXPOSITORY WRITING.
| Project/Area Number |
07680260
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | TOKYO GAKUGEI UNIVERSITY,FACULTY OF EDUCATION |
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Principal Investigator |
KISHI Manabu TOKYO GAKUGEI UNIVERSITY,FACULTY OF EDUCATION,ASSISTANT PROFESSOR, 教育学部, 助教授 (40143622)
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| Project Period (FY) |
1995 – 1997
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| Project Status |
Completed (Fiscal Year 1997)
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| Budget Amount *help |
¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 1997: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1996: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1995: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | EXPOSITORY TEXT / TEXT PRODUCTION / PROCEDURAL KNOWLEDGE / REVISING / 口頭説明 / 国語教育 / 文章表現 / 対話 |
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| Research Abstract |
THE PURPOSES OF THIS RESEARCH ARE AS FOLLOWS : (1) DEVELOPMENTAL STUDY OF EXPOSITORY WRITING SKILLS FOR PRIMARY SCHOOL CHILDREN,AND (2) EXAMINING THE FACTORS THAT INFLUENCE WRITING SKILLS FOR COMPREHENSIBLE EXPOSITORY TEXTS.
(1) SUBJECTS WERE 173 CHILDREN FROM GRADE 1 TO 6. THE TASKS WERE WRITING OF EXPOSITORY TEXT AND REVISING THE TEXT OF THEMSELVES.THESE CORRECTED TEXTS WERE ANALYSED IN TERMS OF REVISING TYPE,NAMELY,CORRECTING WORD MEANING,CORRECTING OHRASES,ACCRETION OF SENTENCES,AND REVISING WHOLE TEXT STRUCTURE BY RE-ORDERING EACH PARAGRAPHS.THOUGH TYPES OF REVISION FROM GRADE 1 TO 4 WERE RESTRICTED ONLY WORD MEANING,SOME OF GRADE 5 TO 6 CHILDLEN WERE REVISED THE MEANING OF PHRASES.
NEXT STUDY CLARIFIED THE ASPECTS OF PROCEDURAL EXPOSITORY WRITING IN GRADE 2 AND 5 CHILDREN.THEY WROTE TWO TYPES OF THE TEXTS THAT WERE DIFFERED IN TERMS OF KNOWLEDGE,ABOUT TOPIC.THEN,COMPREHENSIBILITIES OF THESE TEXTS WERE EVALUATED BY 8 COLLEGE STUDENTS.THE RESULTS WERE AS FOLLOWS : IN THE CASE THAT TH
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E QUANTITIES OF KNOWLEDGE ABOUT TOPIC WERE EQUAL,BOTH CHILDLEN'S WRITING SKILLS WERE AT THE SAME LEVEL.MOREOVER,THEIR WRITING SKILLS WERE NOT STABLE BETWEEN TWO TASKS.
(2) 28 COLLAGE STUDENTS WERE FIRSTLY ASKED TO WRITE EXPOSITORY TEXTS ABOUT "HOW TO PLAY TENNIS GAME". HALF OF STUDENTS WERE EXPERIENCED IN TENNIS GAMES (E-GROUP) AND THE OTHER STUDENTS WERE NOVICE (N-GROUP). E-GROUP STUDENTS WERE ASKED QUESTIONS FROM ANOTHER NOVICE ABOUT CONTENTS OF THE TEXTS WRITTEN BY THEMSELVES.THEN,THEY REWROTE TEXTS.AFTER SECOND WRITING SESSION,ANOTHER 20 STUDENTS WERE ASKED TO EVALUATE COMPREHENSIBILITY OF WHOLE 42 TEXTS.
RESULTS WERE AS FOLLOWS : E-GROUP'S FIRST WRITINGS WERE LUCK OF SOME IMPORTANT RULES FOR PLAYING TENNIS,AND LEVELS OF COMPREHENSIBILITY WERE LOWER THAN N-GROUP.BUT E-GROUP'S SECOND WRITINGS WERE IMPROVED IN RESPECTS OF IMPORTANT RULES AND COMPREHENSIBILITY.ALL THESE RESULTS MADE IT CLEAR THAT THE EXPERIENCES TO KNOW LEVELS OF KNOWLEDGE ABOUT READERS WERE EFFECTIVE WAY TO IMPROVE WRITERS' SKILL. Less
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Report
(4 results)
Research Products
(14 results)
