| Project/Area Number |
23520656
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Hokkaido University |
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Principal Investigator |
LIU Aiqun 北海道大学, メディア・コミュニケーション研究院, 特任准教授 (60469145)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2013: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | インプット処理指導 / 認知的学習ストラテジー / 中国語習得 / 文法指導 / 誤用 / アスペクト助詞「過」 / 「把」構文 / 副詞「就」と「才」 / 「インプット処理指導」 / 中国語 / 副詞「就」 / 副詞「才」 / 習得 / インプット / 注意 / インプット処理ストラテジー |
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| Outline of Final Research Achievements |
This study, envolving both acquisition research and language instruction, mainly discusses the relative effects of 3 quasi-experimental studies of teaching aspect article“guo”“ba”construction and adverbs“cai”and“jiu” in Chinese language teaching to Japanese speaking university learners through Processing Instruction (PI). PI is an input-based explicit grammar instruction with an emphasis on changing learners’inappropriate input processing strategies. It tries to direct learners’attention to form and makes them rely only on form or structure to get meaning in a meaningful context. The present findings suggest that it's possible to employ PI into a different type of language instruction, and also possible to verify the same efficacy of PI with a more complex form-meaning relationship. The tentative results support the application of PI to Chinese language teaching, and argue that it's important to increase the amount of well-designed language input before production practice.
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