収斂型コンコーダンスの教育効果 : 日本人英語学習者(大学生初級・中級)の場合
Pedagogical Effects of Convergent Concordances : On Low and High-intermediate Adult Japanese EFL Learners
This paper investigates the pedagogical effects of convergent concordances on low and high-intermediate adult Japanese EFL learners. Thirty two participants completed an eight-week convergent DDL task and wrote timed-narrative emails. This DDL task focused on twelve canonical event schemata (e.g. Occurrence, Spatial, and Emotion, etc.) with eighteen basic verbs. As a result, a lexical diversity analysis shows that twelve university students can gradually use more words in writing emails, however, they are unlikely to keep using appropriate verb patterns constantly except for "be (Occurrence/SVC)". Specifically, verbs related to action, caused-motion, and transfer schemata seemed to be cognitively difficult for them. These findings suggest that more carefully designed convergent concordances and more appropriate pedagogical questioning should be due to help learners enrich and use their verb patterns correctly.
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
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Departmental Bulletin Paper
Departmental Bulletin Papers
Graduate School of Education