Effects of task type practice on the Japanese EFL university student's writing : A longitudinal study utilizing multi-level text analysis
| Project/Area Number |
21520643
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Kinjo Gakuin University |
|---|
Principal Investigator |
BABA Kyoko 金城学院大学, 文学部, 講師 (30454333)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
NITTA Ryo 名古屋学院大学, 外国語学部, 講師 (00445933)
|
|---|
| Project Period (FY) |
2009 – 2011
|
| Project Status |
Completed (Fiscal Year 2011)
|
| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
|---|
| Keywords | 第2言語習得 / ライティング / タスク / 複雑系理論 / 長期的研究 / 第2言語教育 / タスクの繰り返し |
|---|
| Research Abstract |
We investigated from a dynamic systems perspective how Japanese EFL students changed their L2 writing by repeating a timed-writing task every week for one year. We found(1) that grammatical complexity rose to a greater extent than did fluency when a class as a whole was analyzed, (2) that there was long-term effects on grammatical complexity and lexical complexity, but few short-time effects on these aspects of writing, and (3) that if students wrote detailed reflective comments in Japanese after a timed-writing task, their fluency was improved notably.
|
Report
(4 results)
Research Products
(26 results)
