著者

倉八 順子

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.42, no.2, pp.227-239, 1994-06-30 (Released:2013-02-19)

参考文献数

79

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This article is broadly concerned with the individual differences among language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation and affective factors, and interaction of learners' aptitudes and teaching methods which is called Aptitude Treatment Interaction (ATI). A brief review of theory of second language acquisition is presented, followed by discussions of research on aptitude. Motivation research is reviewed partly with regard to Gardner's research, followed by other researches including those in Japan. Finally, the review of ATI research are presented to emphasize attempts to investigate adaptive education to individual differences. The article concludes with a section on future issues in ID research in Japan.

著者

倉八 順子

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.43, no.1, pp.92-99, 1995-03-30 (Released:2013-02-19)

参考文献数

10

被引用文献数

2 1

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The purposes of this study were 1) to examine the effects of The Grammatical Approach with explicit explanation of grammatical rules (GA) on the transfer of learning, and 2) to investigate the effects of The Communicative Approach combined with individual communicative activities (CA) on learner's motivation to learn, and their recognition of self involvement. Sixty-eight sixth graders, all twins, with no prior experience of learning English, were assigned to one of the two above methods and were taught beginning English for ten hours. The results indicated that GA showed siginificant differences in the transfer of learning in the area of written skills, whereas CA produced higher results in getting information through listening. Also, the results showed that learners of CA were highly motivated by the individual communicative activities and a deeper recognition of self involvement in learning English.