北海道英語教育学会 紀要
Online ISSN : 2434-0243
Print ISSN : 1347-6343
15 巻
選択された号の論文の3件中1~3を表示しています
  • Satomi FUJII
    2016 年 15 巻 p. 3-19
    発行日: 2016年
    公開日: 2018/05/10
    ジャーナル オープンアクセス
    Language anxiety has long been considered to have a negative effect on second language learning. Despite this, only a few studies have been conducted that have focused on possible strategies for reducing students’ language anxiety. This current study aims to ascertain: (1) what strategies students believe to be effective in decreasing anxiety in an English classroom, (2) how the strategies can be classified, and (3) the correlations among the different factors. In this study, a questionnaire was compiled based on suggestions and proposals made for reducing language anxieties in previous studies. In addition, the degree of students’ language anxiety was measured and the students were divided into groups according to anxiety level. The participants were 114 undergraduate non-English majors at a national university in Sapporo, Japan. Based on these data, item analysis, exploratory factor analysis and correlation analysis were conducted. The questionnaire items that attracted higher mean scores differed slightly from high-anxious students to low-anxious students. From a factor analysis, four factor structures were clarified: cooperation with others; building confidence; assistance from the teacher; and less-stressful teaching methods. The subscale scores were calculated according to these factor structures, and correlation analysis was conducted to compare the results of high-anxious students and low-anxious students. One of the findings from the results is that high-anxious students consider a teacher’s assistance to be just as important as cooperation with others. The findings of this study can be applied in future studies in order to reduce the language anxiety of high-anxious students.
  • Which Are Better Tools, Word Lists or Word Cards?
    Kohei KANAYAMA, Kiwamu KASAHARA
    2016 年 15 巻 p. 21-33
    発行日: 2016年
    公開日: 2018/05/10
    ジャーナル オープンアクセス
    The retrieval effect―the phenomenon that the act of recalling previously learned items from memory enhances the final test performance―has been examined in a large number of studies. The present study aims to explore the effect of having opportunities to retrieve target word meanings from memory, and to investigate how the retrieval effect can be applied to EFL (English as a Foreign Language) vocabulary learning. Participants in the no retrieval group (n = 28) were presented with L2 forms and their L1 translation at the same time on PowerPoint slides. On the other hand, those in the retrieval group (n = 35) were presented with each English form initially, then its Japanese translation so that they had an opportunity to retrieve L1 translations for L2 forms. Two minutes after the study trial, both groups took an immediate recall test. The tests required the participants to write down Japanese meanings for the target English forms. Then, the participants took the same test a week after the immediate test. The immediate test revealed that the retrieval group recalled the target words better than the no retrieval group. Moreover, the retrieval group had a better score than the no retrieval group in the delayed test. These results showed that the attempted retrieval of word meanings improved the recall test performances, and indicated that the act of retrieval can facilitate the first step of vocabulary learning.
  • —まとまりのあるライティングを目指した実践的研究—
    沢谷 佑輔, 鈴木 智己
    2016 年 15 巻 p. 35-54
    発行日: 2016年
    公開日: 2018/05/15
    ジャーナル オープンアクセス
    This article is a practical report which examines the relationship between the use of cohesive devices in expository writings and their quality. During an academic year, forty Grade 12 kosen students were assigned four take-home writing tasks, followed by writing instructions focusing on the importance of cohesion and coherence. The last task at the end of the year was analyzed for this study based on the frequency of cohesive devices used and the evaluation of writing products. The use of cohesive devices was examined in terms of reference, lexical cohesion and incidence scores of connectives, applying indices which were introduced in Halliday & Hassan (1976). In addition, the writing products were rated using EFL Composition Profile established by Nakanishi (2006). The results showed that the participants heavily used personal pronouns, especially the first and second person pronouns, and also repeated the same words to maintain cohesiveness in their writing products. Furthermore, a correlation analysis revealed a moderate relationship between the quality of writing products and the use of personal pronouns. However, no correlation was found between the quality of writing and either lexical cohesion or incidence scores of connectives. Further analysis demonstrated more frequent use of expressions such as “I think” and “I believe”, which are usually used in conversation or informal settings. The results of this study suggested that instructions will be necessary on what type of register and paragraph organization should be used in accordance to an individual rhetorical mode. Moreover, exercises are recommended where learners are encouraged to replace words, expressions and sentence structures which they have already used in their products, regardless of their proficiency levels.
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