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- The Language "Noticing" Hypothesis - Towards Effective Teaching Methods in Japan
http://hdl.handle.net/10295/2359
http://hdl.handle.net/10295/2359198e87d9-94c1-4c60-a74e-2e40f8bfe7e2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kougaku34(29).pdf (841.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2014-04-14 | |||||
| タイトル | ||||||
| タイトル | - The Language "Noticing" Hypothesis - Towards Effective Teaching Methods in Japan | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 作成者 |
OLAGBOYEGA, Kolawole Waziri
× OLAGBOYEGA, Kolawole Waziri |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This paper is a contribution to a continued exploration of what Language “Noticing” Hypothesis has to offer the language teachers and learners in Japan. The paper explores the hypothesis and examines the effectiveness of the method in an EFL context such as Japan. Debates on language teaching methods tend to fall into oppositional views. Since the early ages of English Language Teaching in Japan, yakudoku (grammar-translation) method has been the “vogue”. The method, on the other hand, has been criticized in the last 20 years for failing to produce learners with high level of proficiency in English. The criticism often leads to a demand for more emphasis on “output” or “communicative language teaching” (CLT). Reviewing the previous research on input and output, some scholars suggest that output is necessary for language acquisition (e.g. Swain’s ‘Output Hypothesis’) while some claim that language acquisition occurs only through input (e.g. Krashen’s ‘Input Hypothesis’). However, some recent approaches try to link input with output in a dynamic mechanism of second language acquisition by adapting the factors of ‘noticing’, which is theorised as ‘Noticing Hypothesis’ by R. Schmidt. The factors are also related to ‘implicit teaching’ and ‘explicit teaching’ in language classrooms. This paper outlines Schmidt’s hypothesis about noticing and explores how the hypothesis could be adapted to the real teaching contexts. The paper concludes that input/output and implicity/explicity should not be discussed as opposites but should be seen as complementary teaching approaches. | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 書誌情報 |
秋田大学大学院工学資源学研究科研究報告 en : Scientific and technical reports of Graduate school of Engineering and Resource Science, Akita University 巻 34, p. 29-35, 発行日 2013-10-31 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 21861382 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12500403 | |||||
| 出版者 | ||||||
| 出版者 | 秋田大学大学院工学資源学研究科 | |||||
