Department of International Studies

時岡 ゆかり

Yukari Tokioka

基本情報

所属
大阪産業大学 国際学部国際学科
学位
Master of Science in Teaching English as a Second Language(University of Southern California)
英語教育学修士(南カリフォルニア大学)

研究者番号
10247877
J-GLOBAL ID
200901004166717683
researchmap会員ID
1000291729

MISC

 19
  • 石原堅司, 西納春雄, 時岡ゆかり, 吉村俊子
    同志社大学言語文化学会 13(1) 55-67 2010年8月  査読有り
  • (産研叢書33)語学教育におけるCALLの活用法について 1-10 2010年3月  
  • Tokioka Yukari
    大阪産業大学論集 人文・社会科学編 4(4) 53-63 2008年10月  
    Controversy over the issue of feedback on errors still exists. Some research suggests that grammar correction in writing is not useful (Semke, 1984; Kepner, 1991; Truscott, 1996) and reading activities are more effective in developing literacy skills (Krashen, 1993; Mason & Krashen, 1997). Some research insists that feedback on errors helps learners improve their grammatical accuracy (Fathman & Whalley, 1990). On the other hand, Krashen (1993) suggests that grammar instruction could be efficient for older students. In this study, learners at a beginning level in English were offered grammar instruction along with feedback on errors in the spring semester, while they were offered reading activities in fall. Explicit grammar instruction and grammar correction as well as extensive reading may be helpful to beginners with limited lexical and grammatical knowledge in the EFL situation.
  • 時岡 ゆかり
    大阪産業大学論集 人文・社会科学編 3(3) 1-10 2008年6月  
    The purpose of this paper is to present some findings concerning errors produced by intermediate learners of English. The effects of fluency-first instruction and form-focused instruction on grammatical accuracy in writing are to be examined. The English language performance of students in a foreign language setting was analyzed by classifying errors into categories. The written product was rated on such features as article, sentence structure, mechanics, agreement and vocabulary. Though modest improvement in some components appeared, the form-focused instruction did not influence improvement in accuracy of structure.
  • 時岡 ゆかり, トキオカ ユカリ, Yukari TOKIOKA
    大阪産業大学論集 人文・社会科学編 2(2) 1-10 2008年2月  
    In EFL contexts in Japan, the primary focus was once on reading, writing and grammar, while communicative competence was not emphasized. However, the focus shifted from accuracy to fluency at secondary school in accordance with the course of study guidelines announced by Ministry of Education, Culture, Sports, Science and Technology in 1989. As a result, writing fluency seems to have improved along with this metbod. On the other hand, vocabulary size as language elements provided by the guidelines has been reduced in recent years. In this article, the influence of communication-oriented instruction on fluency is to be examined. Moreover, the effects of the small size of vocabulary at school on the quality of written products by the students are to be studied. The date on fluency and error analysis came from essays written by the students in the past decade.

講演・口頭発表等

 13

所属学協会

 12

研究テーマ

 4
  • 研究テーマ
    語学教育におけるCALLの活用法について
    キーワード
    CALL
    概要
    語学教育におけるCALL教室の活用方法を研究
    研究期間(開始)
    2006/04/01
    研究期間(終了)
    2009/03/31
  • 研究テーマ
    語い習得と作文量の関係
    キーワード
    語い,英作文,量
  • 研究テーマ
    大学における英作文指導の在り方
    キーワード
    書くこと,上・中・下位群,単語教
  • 研究テーマ
    extensive readingの効果
    キーワード
    多読、読書量、文学
    概要
    現在の学生は大学入学前の英文での読書量が少ない。大学で多読を試みその成果を検証する。