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このアイテムを引用あるいはリンクする場合は次の識別子を使用してください: http://hdl.handle.net/11078/469

タイトル: Classroom-based Speaking and Listening Learning Strategies: Japanese Learner Preferences
その他のタイトル: 日本人学習者の声に基づくスピーキング・リスニングスキル改善のための授業内ストラテジー
著者: Leichsenring, Andrew
キーワード: Learner perceptions
Listening
Self-reflection
Speaking
Teacher talk
発行日: 2017-04-01
抄録: Learner perceptions and experiences can aid in the conceptualization of how and why learners use and prefer particular language learning strategies and language use when developing language skills. This pilot study explored the opinions and experiences of twenty-five Japanese university students on factors that improved their speaking and listening skills through their reflections on three years of study in an English language program. The learners indicated that opportunities to speak English in class, a variety of activities and the socializing effect of speaking to others in class were significant factors that helped to improve their speaking skills. Listening skill improvements were perceived by the learners to result mainly from listening to Teacher Talk studying for the Test of English for International Communication (TOEIC) in class and listening to other learners speak English in class. Findings from this research indicate that learner perceptions on language skill development can be a valuable resource that teachers can utilize when they are designing and implementing speaking and listening activities.
URI: http://hdl.handle.net/11078/469
ISSN: 2189-0471
2189-0463
出現コレクション:01. The Center for ELF Journal

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