[補助資料] CV 草薙邦広のページ 草薙2013メソ研補助資料

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草薙邦広

https://sites.google.com/site/kusanagikuni/home/cv

1

文法性判断課題

おける時間制限の設定方法

ついて:

認知プロセ

焦点を当てた基礎的検討

外国語教育メ 学会関西支部メソ ロ 研究部会

2012年度第三回研究会補助資料

於広島大学

2013/2/23

草薙邦広 名古屋大学大学院

kusanagi@nagoya-u.jp

1. 発表概要

第 言語習得研究 目標 ,少 く も ,学習者 持 第 言語 知識体系 記述,及 様々

要因 言語的要因,環境的要因,学習者要因,及 指導 い た処遇等 交互作用 中 ,言

語知識 う 得 程 精緻化 こ あ う。1970年代以降こ ,文法性判断 課題 GJT そうした目的 持 研究 中 盛 用い た いえ 。2000年代後半 GJT

対し 時間制限 設け,実際 言語運用能力 寄与 知識 測定 試 研究 行わ う

い 。

し し ,時間制限 設け GJT パラ イム い ,そ 時間制限 設定方法こそ 最も 要 あ も関わ ,時間制限 設定方法自体 方法論的検討 十分 さ い 言い難い

e.g., 島田, 2010; Kusanagi & Yamashita, in press 。手法 確立 寄与 方法論上 十分 検討

望 こ あ う。

本発表 ,時間制限 設け GJT 理論的背 紹介し,こ 手法 歴史,時間制限 効果 関 文法性判断 認知的モ ル 概観 。そ 後,並行集団 対 GJT け 反応時間 分布 基 く閾値 設定,及 後 実験群 反応時間 分布 基 く閾値 設定方法 い 提案 。

2. 参考 る文献

2-1. 明示的 暗示的知識 ついての概論的文献

Bialystok, E. (1979). Explicit and implicit judgments of L2 grammaticality. Language

Learning, 29, 81–103.

Bialystok, E. (1994). Representation and ways of knowing: Three issues in second language acquisition. In N. Ellis (ed.):

Implict and Explicit Learning of Languages.

San Diego, CA: Academic Press., pp. 549–69.

Bowles, M. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute?

Studies in Second Language Acquisition, 33, 247–271.

DeKeyser, R. M. (2003). Implicit and explicit learning. In C. Doughty & M. H. Long (Eds.), Thehandbook of second

language acquisition Oxford: Blackwell.

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草薙邦広

https://sites.google.com/site/kusanagikuni/home/cv

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Dienes, Z., & Permer, J. (1999). A theory of implicit and implicit knowledge.

Behavioral and Brain Sciences, 22,

735–808.

Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit knowledge. Studies in Second

Language Acquisition, 27, 305–352.

Ellis, N. (2011). Implicit and explicit SLA and their interface. In C. Sanz & R.P. Leow (Eds.), Implicit and explicit language learning. Conditions, processes, and knowledge in SLA and bilingualism.

Washington, DC: Georgetown University Press. pp. 35–47.

Ellis, R. (2004). The definition and measurement of L2 explicit knowledge.

Language Learning, 54, 227–275.

Ellis, R. (2005). Measuring implicit and explicit knowledge in second language acquisition: A psychometric study. Studies

in Second Language Acquisition, 27,

141–171.

Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics,

27, 431–463.

Green, P. S., & Hecht, K. (1992). Implicit and explicit grammar: An empirical study.

Applied Linguistics, 13, 168–184.

Han, Y., & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language

Teaching Research, 2, 1–23.

Isemonger, I. M. (2007). Operational definitions of explicit and implicit knowledge: Response to R. Ellis (2005)

and some recommendations for future

research in this area. Studies in

Second Language Acquisition, 29,

101-118.

Jiang, N. (2007). Selective integration of L2 knowledge in adult second language learning. Language Learning, 57, 1–31. Krashen, S.D. (1981). Second language

acquisition and second language learning.

London: Pergamon Press.

Rebuschat, P., & WIlliums, J. H. (2011). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, fast view articles. 1-21.

Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. C. Ellis (Ed.), Implicit and explicit

learning of languages (pp. 393–419). San

Diego, CA: Academic Press

2-2. 文法性判断課題一般 ついて

Birdsong, D. (1994). Asymmetrical

knowledge of ungrammaticality in SLA

theory. Studies in Second Language

Acquisition, 16, 462–473.

Chaudron, C. (1983). Research on metalinguistic judgments: A review of

theory, methods, and results. Language

Learning, 33, 343–377.

Davis, W., & Kaplan, T. (1998). Native speaker vs. L2 learner grammaticality

judgments. Applied Linguistics, 19,

183–203.

Ellis, R. (1991). Grammaticality

judgments and second language

acquisition. Studies in Second

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草薙邦広

https://sites.google.com/site/kusanagikuni/home/cv

3 Han, Y. (2000). Grammaticality judgment

tests: How reliable and valid are they?

Applied Language Learning, 11,

177–204.

Hedgcock, J. (1993). Well-formed vs. ill-formed strings in L2 metalinguistic tasks: Specifying features of grammaticality judgments. Second Language Research, 9, 1–21.

Negata, H. (1988). The reliability of linguistic intuition: The effect of

repetition on grammaticality

judgments. Journal of Psycholinguistic

Research, 17, 1–17.

Sorace, A. (1996). The use of acceptability

judgments in second language

acquisition research. In W. C. Ritchie &

T. K. Bhatia (Eds.), Handbook of second

language acquisition. San Diego, CA:

Academic. pp. 375–409.

Tremblay, A. (2005). Theoretical and methodological perspectives on the use of grammaticality judgment tasks in

linguistic theory. Second Language

Studies,24, 129-167.

2-3. 近年の時間制限を用いた実証的研究

Cook, A. L. (2009). An Investigation into the

Role of Implicit Knowledge in Adult Second Language Acquisition. Ph.D Dissertation,

University of Edinburg.

Ercetin, G. & Alptekin, C. (2012). The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension.

Applied Psycholinguistics, fast view articles, 1–27.

Granena, G. (2012). Age Differences and

Cognitive Aptitude for Implicit and Explicit Learning in Ultimate Second Language Attainment. Ph.D Dissertation, University

of Maryland, College Park.

Gutiérrez, X. (2012). Implicit knowledge, explicit knowledge, and achievement

in second language Spanish. The

Canadian Journal of Applied

Linguistics, 15, 20–41.

Loewen, S. (2009). Grammaticality judgment tests and the measurement of implicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam and J. Philip. (2009).

Implicit and Explicit Knowledge in Second Language Learning, Testing, and Teaching (SLA). Bristol, UK: Multilingual Matters

Ltd. pp. 66–94.

Mirzaei, A., Domakani, M. R., & Shakerian, Z. (2011). Differential accessibility of implicit and explicit grammatical knowledge to EFL learners’ language proficiency. Iranian Journal of Applied

Linguistics, 14, 111–143.

Kusanagi, K., & Yamashita, J. (in press). Influences of linguistic factors on the acquisition of explicit and implicit knowledge: Focusing on agreement type and morphosyntactic regularity in English plural morpheme. ARELE.

Sato, M., & Felser, C. (2010). Sensitivity to morphosyntactic violations in English as a second language. Second Language, 9, 101–118.

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草薙邦広

https://sites.google.com/site/kusanagikuni/home/cv

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Zhang, D. (2012). Vocabulary and Grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language

Journal, 96, 559–575.

浦 研 (2011) 文 法 基 いた第 言語 習

得研究 け 時間制限 あ 文法性判断

スク 利用. 第37回全国英語教育学会山形研

究大会. 山形大学.

島田勝正 (2010) 文法性判断 ス け 問

題文提示時間制限 有無 明示的・暗示的知

識 英米評論 24, 41–53.

得田尚希 (2011) 英語 自動詞 関 暗示的

明示的知識 測定 . 中部英語教育学

会紀要 40, 73–88.

得田尚希 (2012) 日本人英語学習者用法 関

暗示的 明示的知識 . 中部英語教育

学会紀要 41. 85–92.

2-4. の時間制限一般 ついて

Cronbach, L. J., & Warrington, W. G. (1951). Time limit tests: Estimating their reliability and degree of speeding. Psychometrika, 14, 167–188.

Evans, F. R., & Reilly, R. R. (1972). A study of test speededness as a source of bias.

Journal of Educational Measurement, 9,

123–131.

Oshima, T. C. (1994). The effect of speededness on parameter estimation in item response theory. Journal of Educational Measurement, 31, 200-219.

Van den Linden, W. J. (2011). Setting time limits on tests. Applied Psychological

Measurement, 35, 183–199.

2-5. 双峰分布と閾値処理 ついて

Sugimoto, Y. (2004). 閾値処理 . Retrieved from

http://www.mm.media.kyoto-u.ac.jp/educati on/DIP/WEBPAGE_SECTION/section7/nod e2.html [accessed 2011/11/7 ]

反応時間解析 理論 応用 Retrieved from http://www7b.biglobe.ne.jp/~homunculus/neu

ro/RTanalysis/RTanalysis.html [accessed

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