L1およびL2によるノートテイキング指導：継続指導による効果の検証

DOI

書誌事項

タイトル別名
  • Note-taking Instruction Using L1 and L2 Lectures

この論文をさがす

説明

<p>This study investigates whether brief note-taking strategy instruction in L1 and then in L2 facilitates students to understand L2 lectures and how it influences their attitudes toward note-taking. Participants included 33 Japanese university students who were divided into an experimental and a control group. The former had 30-minute note-taking instruction per week for two months. They used L1 and L2 lectures three and five times, respectively. L2 lecture listening comprehension tests were conducted three times (pre-, mid-, and post-test). The results revealed that the experimental group’s scores increased significantly in the mid-test, given soon after L1 instruction. Most of the experimental-group students noted the necessity and difficulty of adopting appropriate note-taking strategies depending on the textual characteristics of lectures.</p>

収録刊行物

詳細情報 詳細情報について

  • CRID
    1390569015603801216
  • NII論文ID
    130008020703
  • DOI
    10.18983/caselejournal.50.0_23
  • ISSN
    24354465
    24354422
  • 本文言語コード
    ja
  • データソース種別
    • JaLC
    • CiNii Articles
  • 抄録ライセンスフラグ
    使用可

問題の指摘

ページトップへ