著者

Haruka SHINDO Yuko HOSHINO

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

vol.36, pp.43-56, 2022 (Released:2023-09-01)

参考文献数

21

---

In the process of learning L2 vocabulary intentionally, spaced retrieval is one of the most effective ways to achieve long-term retention. However, there is no scholarly consensus on the specific effects of the different spacing types, including the expanding, equally-spaced, and contracting retrieval practices. This study compared these three types of retrieval practices to investigate their effects on L2 vocabulary learning. Japanese university students were asked to learn 30 English-Japanese pairs eight times under each of three conditions at the following respective intervals: expanding condition (Days 1, 1, 8, and 22), equally-spaced condition (Days 1, 8, 15, and 22), and contracting condition (Days 1, 15, 22, and 22). These participants were subjected to immediate testing after each of the four study phases in each case. To further assess retention, another round of testing was implemented after a five-week delay period. The expanding condition resulted in higher scores than the contracting condition on the delayed test; hence, this study suggests using the expanding schedule for long-term vocabulary learning.

著者

Atsuko KOSUGE

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.18, pp.89-97, 2004-03-01 (Released:2017-07-14)

---

The purpose of this study is to investigate the developmental features of pauses in spoken performance by Japanese EFL junior high school students. The subjects were 90 Japanese junior high school students who had never been in a foreign country for more than one month. According to their English results in the second term of the ninth grade, they were categorized into three groups: the higher group (N=30), the middle group (N=30), and the lower group (N=30). The spoken data was collected from their six interviews by AET from the third term of the seventh grade to the second term of the ninth grade. The number of unfilled pauses, native-like filled pauses, Japanese filled pauses, and all the pauses were calculated respectively. One-way analysis of variance (ANOVA) with repeated measures was conducted in each group. The subjects and the material are the same as that of Kosuge (2003). The number of unfilled pauses and the number of Japanese pauses seemed to decrease as a whole. Only the number of native-like pauses increased. Consequently the number of all the pauses did not change a lot. Some of the subjects seemed to utter more native-like fillers as they spoke more fluently.

著者

Hiroshi OTA

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.17, pp.65-76, 2003-03-01 (Released:2017-07-14)

---

The purpose of this study is to identify oral language development of 101 Japanese junior high school learners from the viewpoints of grammatical development at both the sentence level and the discourse level. (WH interrogatives, pronouns, and conjunctions were selected for analysis) The spoken data that were recorded for each student from November of the 1st year to March of the 2nd year were used for this study. The data consists of one-to-one interviews with an assistant language teacher. Some changes or developments can be observed from July to November of their 2nd year. The following were some features: accuracy rate of WH interrogatives, proportion of formulaic speech to the total number of WH interrogatives, the number of learners who used the subjective, possessive, and objective case pronouns correctly, and the number of learners who used the conjunctions 'when', 'because', 'so', 'but, and 'and'.

著者

Kazuki HATA

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

vol.28, pp.41-54, 2014 (Released:2017-07-20)

参考文献数

24

---

The aim of this paper is to examine the use of a learner corpus and a corpus of native speakers in foreign or second language (L2) teaching and learning in Japan. It is revealed that learner corpora can function as a reference to identify and clarify difficult materials for a particular learner group, which is significant step for better language learning (Meunier, 2002, p. 125; Nesselhauf, 2004, p. 125-126). In this paper, two corpora are employed in language learning; the Japanese English as a Foreign Language Learner Corpus (JEFLL corpus) and the Corpus of Contemporary American English (COCA). These corpora represent the language produced by native speakers and non-native speakers with a particular language background, respectively American first language (L1) speakers of English and Japanese learners of English. It is arguable that L2 teaching and learning with these corpora will allow learners to compare language patterns between native and non-native speakers of English. This paper proposes and discusses possible activities using the corpora. These concrete examples are provided to facilitate an understanding of the difficulties faced by Japanese learners of English in classroom practice; and additionally, demonstrate the efficacy of applying corpora to scaffold learning and pedagogic practice.