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The Effects of Affective Input Enhancement on Second Language Development in Japanese University Students

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.1 (2020.03)바로가기
  • 페이지
    pp.1-17
  • 저자
    Ren Oyama
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A372115

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원문정보

초록

영어
The present study compares the effects of two types of instruction on text comprehension and the learning of the form, meaning, and grammar of English nouns and verbs in a text: affective input enhancement (Affective IE), which enhances the affective processing of the topic of a second language (L2) text before it is read, without focusing on the linguistic aspects of the text (n = 40); and conceptual input enhancement (Conceptual IE), which enhances the conceptual processing of content words in an L2 text before it is read (n = 43). The results showed that (1) the Affective IE group evaluated the text topic more positively than the Conceptual IE group, (2) the Affective IE group outperformed the Conceptual IE group in the free-recall task as an index of text comprehension, (3) the Conceptual IE group outperformed the Affective IE group in the learning of the meaning of nouns in the text, and (4) the Affective IE and Conceptual IE groups were equally effective in facilitating the learning of the noun forms and the form, meaning, and grammar of verbs in the text. These findings suggest that Affective IE facilitates text comprehension and L2 learning.

목차

Abstract
Introduction
Literature Review
MOGUL
Rationale for Conceptual Input Enhancement
Possible Effects of Affective Input Enhancement
The Present Study
Research Questions
Participants
Teaching Materials
Target Linguistic Items
Instructional Treatments
Procedure
Testing Measures and Data Analysis
Results
Questionnaire Results
Text Comprehension Results
Verb Test Results
Noun Test Results
Discussion
Conclusion
The Author
References
Appendix A
Appendix B

키워드

affective input enhancement MOGUL input processing text comprehension L2 development

저자

  • Ren Oyama [ Ibaraki University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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