| Project/Area Number |
23520685
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Aichi Prefectural University |
|---|
Principal Investigator |
HIROSE Keiko 愛知県立大学, 外国語学部, 教授 (40145719)
|
|---|
| Project Period (FY) |
2011-04-28 – 2015-03-31
|
| Project Status |
Completed (Fiscal Year 2014)
|
| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
|
|---|
| Keywords | ピアフィードバック / ライティング / 英作文指導 / 英語 |
|---|
| Outline of Final Research Achievements |
The present study examined how two groups of Japanese university students who differed in terms of prior English writing background changed their written English and attitude towards English writing. Both groups received a semester-long writing course incorporating paragraph-level writing instruction combined with written and spoken peer feedback in English. The study compared pre- and post-course English compositions to capture student writing development by employing such measures as the numbers of words, clauses, and T-units (fluency), the numbers of words, clauses, and S-nodes per T-unit (syntactic complexity), and the Guiraud index (lexical complexity). The results demonstrated the less experienced group wrote post-course compositions that significantly increased fluency and lexical complexity, whereas neither group substantially improved in syntactic complexity. The results also showed both groups shared positive attitudes and increased enjoyment towards English writing.
|
