{"created":"2023-06-23T12:12:36.718183+00:00","id":635,"links":{},"metadata":{"_buckets":{"deposit":"1e650ffd-398d-4bcb-8755-0dd5546a9f57"},"_deposit":{"created_by":14,"id":"635","owners":[14],"pid":{"revision_id":0,"type":"depid","value":"635"},"status":"published"},"_oai":{"id":"oai:iuj.repo.nii.ac.jp:00000635","sets":["287"]},"author_link":["773","272"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2006-03-01","bibliographicIssueDateType":"Issued"},"bibliographic_titles":[{"bibliographic_title":"語学プログラム  ワーキングペーパー"},{"bibliographic_title":"Working papers, the language programs","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"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.","subitem_description_type":"Abstract"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"Clements, Peter"}],"nameIdentifiers":[{"nameIdentifier":"773","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Clements, Peter","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"272","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-07-28"}],"displaytype":"detail","filename":"01_16_0001.pdf","filesize":[{"value":"2.0 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"01_16_0001","url":"https://iuj.repo.nii.ac.jp/record/635/files/01_16_0001.pdf"},"version_id":"d15592c7-f30e-4d09-98d1-53eee0a4bc93"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"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","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"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"},{"subitem_title":"Discourse analysis of teacher comments : A longitudinal study of L2 writing classes","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"14","path":["287"],"pubdate":{"attribute_name":"公開日","attribute_value":"2006-03-01"},"publish_date":"2006-03-01","publish_status":"0","recid":"635","relation_version_is_last":true,"title":["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"],"weko_creator_id":"14","weko_shared_id":-1},"updated":"2023-06-23T12:24:29.618721+00:00"}