“隨後訪談”對作文的修正效應－依據LARP at SCU之語料調查

陳淑娟

doi:10.7084/LIS.200505.0001

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Humanities > Linguistics
Humanities > Foreign Literature

DOI： 10.7084/LIS

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“隨後訪談”對作文的修正效應－依據LARP at SCU之語料調查

The Effects of Follow-up Interviews on Writing-A Corpus Study Based on the LARP at SCU

陳淑娟(Shu-Chuan Chen)

語文與國際研究； 2期 (2005 / 05 / 01) ， P1 - 34

繁體中文 DOI： 10.7084/LIS.200505.0001

隨後訪談；誤用；回饋法；維持期間； follow-up interview ； mistakes ； feedback ； duration

Abstract │ Reference (8) │ Times Cited (6) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Using ”inter-language” to analyze the learning process of studying Japanese as second language has received increasing scholarly attention. This study-LARP at SCU is based on a four year writing study and its recorded fo1lox-up interviews from Japanese majors at Soochow University at Taiwan. The corpus includes aspects of pronunciation, vocabulary grammar, conversation and communication. It is used to analyze the students' Japanese development and to develop concrete and effective ways to improve Japanese teaching.
The study is based on data from three students and two teachers who have conducted corpus study for five times. It starts from September 2003 after the first 6 months of freshmen entering the curriculum and the follow-up interview was conducted every month till July 2004. The procedures of the five interviews are the followings: 1) the first draft (assigned topic within 600 words): 2) reading out the draft (recorded): 3) follow-up interview (students were asked to recall how they composed the draft and the teacher hinted on the content and the mistakes): 4) second draft (based on the revision of the first draft): 5) saved the first and second drafts and the transcriptions of the interviews to the corpus.
The results of the study show that there are three ways to give students feedback of their writings: 1) by pointing out their mistakes directly: 2) hinting on their mistakes: 3) combining the first and the second. The two instructors also suggest ways of corrections: 1) punctuation correction: 2) vocabulary correction: 3) grammatical correction: 4) improvement of the expression. The study also shows the use of hinting has higher frequency than pointing out mistakes directly and that the rates of corrections are also related to varieties of mistakes. It concludes that based on short term and long-term effects, the students will learn more effective when mistakes are hinted first.

Reference ( 8 ) 〈TOP〉

長友和彥(2004)。第二言語習得と教師の役割－学習者の日本語習得過程に教師はどのように関われるか。台湾日本語文学報
連結：
J.V.ネウストプニー·宮崎里司(2002)。言語研究の方法。東京:????出版。
Pica, T.(1983)。Adult acquisition of English as a second language under different conditions of exposure。Language Learning，33，497。
小柳かおる(2002)。Focus on Formと日本語教育。第二言語としての日本語の習得研究，63。
長友和彦(1988)。言語習得及び異文化適応の理論的·実践的研究。?島大?教育?部。

Times Cited ( 6 ) 〈TOP〉

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