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学生の作文に対する教師のコメントとその効果 : 第二言語の作文授業に関する縦断的研究
https://iuj.repo.nii.ac.jp/records/635
https://iuj.repo.nii.ac.jp/records/6354b908236-33e2-4753-9bfd-543cfd9f6e9e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
01_16_0001 (2.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2006-03-01 | |||||
| タイトル | ||||||
| タイトル | 学生の作文に対する教師のコメントとその効果 : 第二言語の作文授業に関する縦断的研究 | |||||
| タイトル | ||||||
| タイトル | Discourse analysis of teacher comments : A longitudinal study of L2 writing classes | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Clements, Peter
× Clements, Peter× Clements, Peter |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Since written response is a central aspect of composition pedagogy in both first (L1) and second (L2) language courses, it is crucial to develop and apply well-defined models of teacher commentary which are grounded in theory and empirical data. However, although research on response in both L1 and L2 settings has yielded a number of intriguing findings, there is little crossover between the two fields. This study aims to bridge this gap by applying the analytical framework used in a previous study of L1 composition classrooms (Clements, 2004) to longitudinal data drawn from two sections of a L2 composition course. Results show that while both instructors followed a number of patterns in the ways that they commented across drafts, their comments varied in ways that reflected their individual commenting styles. | |||||
| 書誌情報 |
語学プログラム ワーキングペーパー en : Working papers, the language programs 発行日 2006-03-01 |
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