Applying Processing Instructions Theory in Japanese classes

2016 Fiscal Year Final Research Report

• Project/Area Number: 25370611
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Japanese language education
• Research Institution: Kokushikan University
• Principal Investigator: Nakaue Aki 国士舘大学, 21世紀アジア学部, 准教授 (90581322)
• Project Period (FY): 2013-04-01 – 2017-03-31
• Keywords: 処理指導 / 指導の効果 / インプット中心

Outline of Final Research Achievements

The purpose of this study is to examine means of integrating Processing Instruction Theory into Japanese teaching. The following two procedures were conducted and compared in this research. 1) Grammar input followed by speaking practice then listening practice. 2) Grammar input followed by listening practice then speaking practice. The results revealed that both conditions had the same degree of effectiveness of instruction on students. According to Processing Instruction Theory, conducting a listening exercise straight after the Grammar input should be more effective, however, this wasn’t supported with this study.

Free Research Field

日本語教育