@inproceedings{oai:iuj.repo.nii.ac.jp:00000843,
 author = {村野井, 仁 and Muranoi, Hitoshi},
 book = {Proceedings of the conference on second language research in Japan},
 month = {Mar},
 note = {One of the most hotly discussed issues in classroom-oriented second language (L2) research is to determine optimal ways to incorporate form-focused instruction into communication-oriented language teaching. This study examines the effect of an instructional technique in which a teacher leads L2 learners to restructure their interlanguage grammar by providing form-focused feedback (e.g.,clarification requests and recasts) in a communicative problem-solving task. The technique is termed 'interaction enhancement' because both 'input' and 'output' are enhanced in this interactive instruction. Two types of interaction enhancement are proposed in this study; one is 'interaction enhancement with meaning-focused debriefing' and the other is 'interaction enhacement with form-focused debriefing'. The effects of the two types of interaction enhancement on the learning of English articles were compared with that of non-enhanced interaction in a quasi-experimental study with 78 Japanese L1 learners of EFL.. The three different types of instruction were given to three intact groups over 3 weeks and their improvement in the use of English articles was measured by a pretest, an immediate posttest, and a delayed posttest. The results of statistical analyses indicate that both types of interaction enhancement had a positive effect on the learners' constraining of overgeneralized errors with English articles.},
 title = {Effects of Interaction Enhancement on Constraining Overgeneralized Errors of English Articles},
 year = {1996},
 yomi = {ムラノイ, ヒトシ}
}