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The Relationship between Task Performance and Changes in WTC of Japanese EFL Learners
http://hdl.handle.net/10129/5141
http://hdl.handle.net/10129/51412bdfae59-77a8-46e7-a648-5cb27355d981
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mt_575_Shimoyama.pdf (937.2 kB)
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| Item type | 学位論文 / Thesis or Dissertation(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2014-02-19 | |||||||
| タイトル | ||||||||
| タイトル | The Relationship between Task Performance and Changes in WTC of Japanese EFL Learners | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | WTC | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Task Performance | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Japanese EFL Learners | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 英語学習 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_46ec | |||||||
| 資源タイプ | thesis | |||||||
| 著者 |
Shimoyama, Ai
× Shimoyama, Ai
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| 著者(ヨミ) | ||||||||
| 識別子Scheme | WEKO | |||||||
| 識別子 | 9205 | |||||||
| 姓名 | シモヤマ, アイ | |||||||
| 著者別名 | ||||||||
| 識別子Scheme | WEKO | |||||||
| 識別子 | 9206 | |||||||
| 姓名 | 下山, 愛 | |||||||
| 著者所属 | ||||||||
| 値 | 弘前大学大学院教育学研究科 | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Willingness to Communicate (WTC) is a key concept to account for first and second language communication. This study examined the actual conditions of WTC fluctuation in the real communication scenes with Japanese learners of English as a foreign language (EFL). A questionnaire survey and four EFL speaking tasks were conducted with six Japanese college students. Their speech scenes were video-recorded and were transcribed for analysis of the performance as well as for reference data for reflective semi-structured interviews which were conducted in Japanese with each participant after the tasks to consider the causes of his or her WTC fluctuation. The results revealed that the participants’ performance and their WTC influence each other interactively, causing WTC fluctuation. As learner variables directly influencing it, anxiety, impatience, and lack of confidence in using English were identified. The participants’ speech performance turned out to be in correlation with their WTC, which was closely related with the use of gestures and communication strategies as well. Learners’ recognition of task difficulty was found to be another significant predictor of their WTC, with vocabulary and grammatical knowledge being the most problematic issue. Their self-evaluation also played an important role in their WTC fluctuation, while task familiarity and communication experiences also played a part in it through actual language use. Pedagogical implications abstracted from the research results are discussed for their practical application in EFL classrooms. | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | 授与大学:弘前大学; 学位種類:修士（教育学）; 授与年月日:平成25年3月22日; 学位記番号:修第575号 | |||||||
| 書誌情報 | p. 1-70, 発行日 2013-03-22 | |||||||
| 日本十進分類法 | ||||||||
| 主題Scheme | NDC | |||||||
| 主題 | 375.89 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | author | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | 日本人英語学習者に見られるタスクの達成度とWTC の変動の関係 | |||||||
| タイトル（ヨミ） | ||||||||
| その他のタイトル | ニホンジン エイゴ ガクシュウシャ ニ ミラレル タスク ノ タッセイド ト WTC ノ ヘンドウ ノ カンケイ | |||||||
| NIIサブジェクト | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 教育・教育学 | |||||||
| 資源タイプ | ||||||||
| 値 | Thesis | |||||||
