{"created":"2023-05-15T14:23:39.409002+00:00","id":1881,"links":{},"metadata":{"_buckets":{"deposit":"817968bc-4c19-4316-8b36-be8255ad0d8d"},"_deposit":{"created_by":3,"id":"1881","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1881"},"status":"published"},"_oai":{"id":"oai:repository.ninjal.ac.jp:00001881","sets":["277:280"]},"author_link":["6862","6863"],"item_10002_biblio_info_40":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2007-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"32","bibliographicPageStart":"17","bibliographicVolumeNumber":"23","bibliographic_titles":[{"bibliographic_title":"日本語教育論集"}]}]},"item_10002_description_34":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_description":"お茶の水女子大学","subitem_description_type":"Other"}]},"item_10002_description_36":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究は文法説明をしない暗示的帰納的指導の中で,学習者の文法学習に関する信念,及び指導方法に対する態度,学習ストラテジー,学習成果との関連を解明することを目的とする。初級中国人学習者161人の5件法質問紙調査データの因子得点とテスト得点との相関を分析した結果,「文法知識の役割の肯定的受け止め」の信念,指導方法に対する「学習困難感」と学習成果に負の相関があること,指導方法に対する態度によって使用する学習ストラテジーが異なることが示された。これらのことから信念・態度,ストラテジー,学習成果は相互に関連すること,学習者の個人差と指導方法が適合しないと指導効果が現れにくいことが示唆された。","subitem_description_type":"Abstract"}]},"item_10002_description_37":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"The purpose of this survey is to investigate the relationship between learners' beliefs about grammar learning, attitude toward grammar instruction, learning strategies, and learning outcomes in the context of implicit inductive teaching where no explicit grammar explanation was given. A five-point Likert scale questionnaire was administered to 161 beginning-level Chinese learners in a Japanese school where implicit inductive teaching is employed. A factor analysis was run, and the correlation coefficients between the factor scores and the scores of the examination were analyzed. The results indicate that learning outcomes have a negative correlation with the positive acceptance of the role of grammatical knowledge; and the difficulty felt during implicit inductive instruction. They also show that the strategies used by learners vary depending on their attitudes toward the instruction. These findings imply that beliefs about grammar learning, attitudes toward instruction, learning strategies, and learning outcomes are interrelated, and that instruction cannot be effective when it is not matched to learners' beliefs, attitudes, and learning strategies.","subitem_description_type":"Other"}]},"item_10002_description_51":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15084/00001865","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_39":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国立国語研究所"}]},"item_10002_source_id_41":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1346-9762","subitem_source_identifier_type":"ISSN"}]},"item_10002_version_type_52":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"向山, 陽子"},{"creatorName":"ムコウヤマ, ヨウコ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"6862","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"MUKOUYAMA, Yoko","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"6863","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":"2019-03-05"}],"displaytype":"detail","filename":"kk_nkrs_023_03.pdf","filesize":[{"value":"1.2 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"kk_nkrs_023_03.pdf","url":"https://repository.ninjal.ac.jp/record/1881/files/kk_nkrs_023_03.pdf"},"version_id":"5fb32086-6413-4b04-aafd-b33ab7dd5e5d"},{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2019-03-05"}],"displaytype":"detail","filename":"kk_nkrs_023_03_summary.pdf","filesize":[{"value":"45.2 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"kk_nkrs_023_03_summary.pdf","url":"https://repository.ninjal.ac.jp/record/1881/files/kk_nkrs_023_03_summary.pdf"},"version_id":"db788474-e06e-4e6a-9f03-a3079e64a857"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"適性処遇交互作用","subitem_subject_scheme":"Other"},{"subitem_subject":"個人差","subitem_subject_scheme":"Other"},{"subitem_subject":"明示的演繹的指導","subitem_subject_scheme":"Other"},{"subitem_subject":"暗示的帰納的指導","subitem_subject_scheme":"Other"},{"subitem_subject":"中国人学習者","subitem_subject_scheme":"Other"},{"subitem_subject":"aptitude treatment interaction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"individual differences","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"explicit deductive instruction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"implicit inductive instruction","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Chinese learners of Japanese","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"文法学習に関する信念・態度，学習ストラテジー，学習成果の関連 : 暗示的帰納的指導のコンテクストの中で","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"文法学習に関する信念・態度，学習ストラテジー，学習成果の関連 : 暗示的帰納的指導のコンテクストの中で"},{"subitem_title":"The relationship between learners' beliefs about and attitudes toward grammar learning, learning strategies, and learning outcomes : In the context of implicit inductive teaching","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"3","path":["280"],"pubdate":{"attribute_name":"公開日","attribute_value":"2019-03-05"},"publish_date":"2019-03-05","publish_status":"0","recid":"1881","relation_version_is_last":true,"title":["文法学習に関する信念・態度，学習ストラテジー，学習成果の関連 : 暗示的帰納的指導のコンテクストの中で"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2023-05-16T09:58:41.407095+00:00"}