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- 留学時の言語接触の記録方法について へ行く。
1: 2013-10-20 (日) 10:39:07 ozeki  |
現: 2013-11-06 (水) 14:42:19 ozeki |
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| ***発表概要 [#x494d83a] | ***発表概要 [#x494d83a] | ||
| Documenting study-abroad (SA) participants’ language contacts is particularly important to understanding the reasons for second language (L2) development in SA contexts and to conducting more productive SA programs. However, it is not always possible for researchers/pedagogues to observe SA participants’ moment to moment language contacts, especially when conducting a large-scale and/or long-term piece of research. Thus, the language contact profile (LCP) had been developed in order to record the reality of SA participants’ language contact using a questionnaire (cf., Freed, Dewey, Segalowitz & Halter, 2004 in Studies in Second Language Acquisition, 26, pp.349-356). This presentation will first summarize the concept of the LCP before introducing the contribution of the LCP by reviewing the findings of prior SA studies. Then, it will state improvable aspects of the current LCP to be used in future studies. Regarding this last point, this study will focus particularly on a means of involving SA participants’ emotions toward, and degree of conscious L2 learning within, their language contacts in future application of LCP. | Documenting study-abroad (SA) participants’ language contacts is particularly important to understanding the reasons for second language (L2) development in SA contexts and to conducting more productive SA programs. However, it is not always possible for researchers/pedagogues to observe SA participants’ moment to moment language contacts, especially when conducting a large-scale and/or long-term piece of research. Thus, the language contact profile (LCP) had been developed in order to record the reality of SA participants’ language contact using a questionnaire (cf., Freed, Dewey, Segalowitz & Halter, 2004 in Studies in Second Language Acquisition, 26, pp.349-356). This presentation will first summarize the concept of the LCP before introducing the contribution of the LCP by reviewing the findings of prior SA studies. Then, it will state improvable aspects of the current LCP to be used in future studies. Regarding this last point, this study will focus particularly on a means of involving SA participants’ emotions toward, and degree of conscious L2 learning within, their language contacts in future application of LCP. | ||
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