{"created":"2023-06-20T15:13:47.783535+00:00","id":593,"links":{},"metadata":{"_buckets":{"deposit":"312585d4-292b-4781-b7ab-b7694f1c2a12"},"_deposit":{"created_by":3,"id":"593","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"593"},"status":"published"},"_oai":{"id":"oai:komajo.repo.nii.ac.jp:00000593","sets":["2:7:40"]},"author_link":["967","966"],"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2000-03-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"141","bibliographicPageStart":"137","bibliographicVolumeNumber":"33","bibliographic_titles":[{}]}]},"item_3_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"多読活動のアウトプットへの効果に関して、母語 (日本語) であらすじを書いたグループの一年後の英作文の出来が目標言語 (英語) グループと同じであったという実験結果 (Mason and Krashen, 1997) に対する興味から、それぞれのグループがたどる理解から表出までの言語習得過程の一端を意味概念処理の観点から調べようと試みた。テストは文章理解時における意味概念統合状況の計測、英作文、クローズテストの3種類を行った。その結果、平均読書量500ページを越した段階でクローズテストおよび英作文の伸び率においては、英語あらすじグループと日本語あらすじグループの間に大きな差はみられなかった。一方でストーリーを理解して得られた意味概念の統合状況は、初めの300ページまでの伸びにおいて日本語あらすじ群が英語あらすじ群を上回った。本結果は、日本語・英語の異なる言語によるあらすじを書くことが、2通りの言語習得過程を生むこと、また意味概念の統合状況が目標言語習得と関わっている可能性を示している。","subitem_description_type":"Other"}]},"item_3_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"16","subitem_description_type":"Other"}]},"item_3_description_16":{"attribute_name":"アクセション番号","attribute_value_mlt":[{"subitem_description":"KJ00004249738","subitem_description_type":"Other"}]},"item_3_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18998/00000587","subitem_identifier_reg_type":"JaLC"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN00093381","subitem_source_identifier_type":"NCID"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"千田, 誠二"},{"creatorName":"チダ, セイジ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"966","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"CHIDA, Seiji","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"967","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2016-08-04"}],"displaytype":"detail","filename":"KJ00004249738.pdf","filesize":[{"value":"417.2 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"KJ00004249738.pdf","url":"https://komajo.repo.nii.ac.jp/record/593/files/KJ00004249738.pdf"},"version_id":"949f9e8a-07a9-4eea-a421-9d2740b6a9f6"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_title":"多読活動にみる外国語の文章理解から表出の過程 : 目標言語と母語によるあらすじがもたらす概念上の効果の差異を踏まえて","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"多読活動にみる外国語の文章理解から表出の過程 : 目標言語と母語によるあらすじがもたらす概念上の効果の差異を踏まえて"},{"subitem_title":"The Comprehension-to-production Process in a Foreign Language Extensive Reading Program : Differences in Conceptualization seen in Native Language and Target Language Summaries","subitem_title_language":"en"}]},"item_type_id":"3","owner":"3","path":["40"],"pubdate":{"attribute_name":"公開日","attribute_value":"2016-08-04"},"publish_date":"2016-08-04","publish_status":"0","recid":"593","relation_version_is_last":true,"title":["多読活動にみる外国語の文章理解から表出の過程 : 目標言語と母語によるあらすじがもたらす概念上の効果の差異を踏まえて"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2023-06-20T15:35:03.755198+00:00"}