The Effects of Implementing a Dictogloss After a Task Activity

我已经研究了两个集中任务的有效性，一是。例如，在执行任务时侧重于特定结构的那些：任务活动（TA）（Takashima，2000 ; 2005）和听写（Wajnryb，1990）。本研究的目的是调查在日本高中阶段，独立使用或综合使用这两种重点任务（TA和听写）对提高学生交际能力的适用性和程度。从统计学的角度来看，测试的定量结果表明，对于目标结构理解的提高和残余效应，将整体听写与辅助教学相结合是促进学习的有效手段，有助于学生更准确、更恰当地使用语法规则。

I have researched the efficacy of two focused tasks, i. e., those focusing on particular structure(s) in implementing the task : a Task Activity(TA)(Takashima, 2000 ; 2005) and a dictogloss(Wajnryb, 1990). The purpose of this study is to investigate the applicability of and the extent to which the independent use or the integrated use of these two focused tasks(the TA and the dictogloss) can improve students' communication abilities at the high school level in Japan. Statistically, the quantitative results of the tests showed that for improvement and residual effect in understanding of the target structures, connecting the dictogloss with the TA is an effective means of enhancing learning and helping students to use grammatical rules more accurately and appropriately.