Second language acquisition research in Japan
Second language acquisition research in Japan
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日本第二语言习得研究
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
全国語学教師協会
中科院分区：
文献类型：
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作者：
P. Robinson;Mark Sawyer;S. Ross;全国語学教師協会
本研究旨在探讨是否非英语母语者（NNS）共享相同的第一语言在他们的第二语言（L2）的谈判，以可比的程度，NNS与母语者（NS）的L2谈判。这种互动是通过拼图任务引起的，拼图任务被认为能最大限度地增加意义谈判的机会。NNS-NNS二联体（N=30）和NNS-NS二联体（N=40）之间的编码协商相互作用进行了比较，在两个方面：协商相互作用的数量和质量。结果表明：（1）NNS在NNS二人组中比NS-NNS二人组中谈判更多，（2）NNS在NNS-NNS二人组中比NS-NNS二人组中提供更多的负输入，（3）NNS二人组和NS-NNS二人组中NNS在输入修饰上没有显著差异;（4）NNSNNS和NS-NNS两组NNS学生的目标样第二语言产出没有显著差异。总之，结果表明，在外语课堂上共享第一语言可以对学生的二语习得做出积极的贡献。
This study examines whether non-native speakers of English (NNS) who share the same first language negotiate with each other in their second language (L2) to a comparable extent that NNSs negotiate with native speakers (NSs) of the L2. The interaction was elicited through jigsaw tasks, which have been claimed to maximize opportunities for negotiation of meaning. Coded negotiated interactions between NNS-NNS dyads (N=30) were compared with those between NNS-NS dyads (N=40) in two ways: quantity and quality of negotiated interaction. Analysis of the data revealed that: (1) NNSs negotiated significantly more in NNS dyads than in NS-NNS dyads; (2) NNSs provided more negative input in NNS-NNS dyads than in NS-NNS dyads; (3) there was no significant difference in input modification between NNSs in NNS dyads and NS-NNS dyads; and (4) there was no significant difference in target like second language production between NNSs in NNSNNS dyads and in NS-NNS dyads. Taken together, the results revealed that sharing a first language in the foreign language classroom can make a positive contribution to student's SLA.
基于议程的阅读小组：培养双语讨论的引导技能
DOI：
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发表时间：
2022
期刊：
影响因子：
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作者：
Sevigny;P.;& Manabe;S.
通讯作者：
S.
语言学习视角：语言与认知模型
DOI：
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发表时间：
2007
期刊：
関西大学人間活動理論研究センターCHAT Technical Reports No.6
影响因子：
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作者：
Kite;Yuriko
通讯作者：
Yuriko