| Project/Area Number |
22520597
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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 |
Foreign language education
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| Research Institution | Kyoto Sangyo University |
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Principal Investigator |
YAMATO Ryusuke 京都産業大学, 外国語学部, 教授 (60298370)
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
|
| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 方略的プランニング / 作文タスク / 指導法 / タスク / 作文 |
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| Research Abstract |
In order to develop an effective instructional model for writing, this study examined what effect the length and content of pre-task planning might have on a writing task. The main findings of this study are (1) even a few minutes’ pre-task planning could improve the quality of a writing task, (2) instead of providing detailed instruction, just giving evaluation criteria could enhance learners’ self-regulated strategic planning and thus lead to better task performance, and (3) such factors would exert varying effects depending on learners’ proficiency level and the focused-process of a writing production model.
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