| Project/Area Number |
26770187
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Japanese language education
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| Research Institution | Ritsumeikan Asia Pacific University |
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Principal Investigator |
TERAJIMA Hiromichi 立命館アジア太平洋大学, 言語教育センター, 准教授 (90454967)
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2016: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2015: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2014: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
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| Keywords | ライティング / コーパス / レキシカルプロファイリングツール / 辞書 / コロケーション / 作文 / ライティング指導 |
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| Outline of Final Research Achievements |
This research describes the issues that arise when learners of Japanese use dictionaries and lexical profiling tools for their writing, the kind of effects their use have on learners’ writing, and the current state of the methods of instruction on writing that make use of such resources. Participants in the study first took a collocation test, in which the Revised DIC-LP method, which uses a pop-up dictionary, had the most pronounced effect. However, even though the participants used the Revised DIC-LP method in the writing section of the experiment as well, their writing contained many mistakes, which was due to a simplistic understanding of the process of using linguistic resources; the participants lacked knowledge about approaches such as checking multiple dictionaries and confirming meaning through context. Some mistakes were even due to a lack of critical thinking about the information. In this research, I propose a method of instruction to address these issues.
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