The analyses of L2 English learners' errors on verb classification and effects of explicit instruction
| Project/Area Number |
26770196
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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 |
Foreign language education
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| Research Institution | University of Shizuoka |
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Principal Investigator |
Kondo Takako 静岡県立大学, 国際関係学部, 助教 (60448701)
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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 |
¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 第二言語習得 / 明示的指導の効果 / 英語の動詞習得 / 受動態過剰般化 / 誤り訂正 / 教科書分析 / 主語の有生性 / 動詞の完結性 / 主語の有生性の影響 / 文法の明示的指導 / 過剰般化エラー |
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| Outline of Final Research Achievements |
The present study investigated the L2 acquisition of English verbs by Japanese learners, focusing on the possibility of transitivity alternation, and the effects of explicit instruction on verb structures. The purpose of the study was to apply the results to university English education, considering that explicit instruction on verb structures could be effective for university learners. Specifically, we provided explicit instruction on English verb structures (intransitive, transitive and alternting verbs) to Japanese learners of English at the university level and examined the effects of the instruction. The results show that explicit instruction on verb classification and learners' errors can be effective.
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Report
(4 results)
Research Products
(25 results)
