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ID 44789
file
title alternative
Effects of Note-taking on the Listening Comprehension of Japanese Sentences by Advanced Chinese Learners of Japanese: Manipulating Working Memory Span and Language Type Used for Note-taking
creator
Xu, Chang
subject
listening comprehension
Chinese learners of Japanese language
note-taking
working memory
文章聴解
中国人日本語学習者
メモ行為
作動記憶
NDC
Education
abstract
This study investigated the effects of note-taking on the listening comprehension of Japanese sentences by advanced-level Chinese students learning Japanese as a foreign language. The working memory span and languages used in note-taking were manipulated as independent variables. The participants were divided into three groups according to the language used for note-taking: Japanese, Chinese, and a neutral condition with no note taking. A listening comprehension test was drafted to examine the effects. The main results were as follows. (a) Participants with long working memory span had higher scores in the true‒false questions. (b) The non-note-taking group had higher scores than the two other groups for the meaning inference questions. (c) Participants with long working memory spans were found to take longer notes in Chinese, while those with short working memory spans took longer notes in Japanese. This suggests that taking notes in a second language causes a smaller cognitive load than taking notes in one’s first language and that Chinese learners who learnt Japanese as a foreign language have lower language automaticity.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 66
start page
147
end page
154
date of issued
2017-12-22
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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