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The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development./
作者:	Ito, Kinji.
面頁冊數:	1 online resource (224 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Foreign language education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355082685

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
Ito, Kinji.

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development. - 1 online resource (224 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This paper examines the efficacy of translation and oral corrective feedback on intermediate Japanese language learning. The former consists of composition with regard to writing accuracy and fluency, as well as lexical acquisition. The main purpose of this dissertation is to find ways of helping learners acquire Japanese language skills most effectively. Specifically, translation assisted composition and vocabulary learning, and corrective feedback were selected as potentially powerful teaching tools for promoting language proficiency development. This study adopted the action research method and a total of 21 participants took my course Japanese Through Translation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355082685Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
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245 1 4 $a The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
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300 $a 1 online resource (224 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: David C. Stahl.
502 $a Thesis (Ph.D.) $c State University of New York at Binghamton $d 2017.
504 $a Includes bibliographical references
520 $a This paper examines the efficacy of translation and oral corrective feedback on intermediate Japanese language learning. The former consists of composition with regard to writing accuracy and fluency, as well as lexical acquisition. The main purpose of this dissertation is to find ways of helping learners acquire Japanese language skills most effectively. Specifically, translation assisted composition and vocabulary learning, and corrective feedback were selected as potentially powerful teaching tools for promoting language proficiency development. This study adopted the action research method and a total of 21 participants took my course Japanese Through Translation.
520 $a Since, in today's academic settings, language courses are designed to develop learners' communicative competencies, translation has been overlooked. Based on my experience, however, I believed that translation is an efficient means of adopting a metalinguistic attitude toward language learning, and especially useful for learning semantic and lexical elements. Consequently, the effectiveness of translation was examined by comparing two writing modes (translated and direct) and two vocabulary learning procedures (deliberate and incidental). The results show that participants enhanced writing accuracy through translation, and retained more lexical items via incidental practices. They not only utilized learned skills and knowledge of writing, but of speaking as well. As instructor-researcher, I employed three different types of oral corrective feedback in order of implicitness---recast, elicitation, and metalinguistic---to investigate which worked best for second language (L2) learners. Each was provided in turn when they made errors in utterances during one-on-one conversations. In the end, the third mode outperformed the others by a large margin.
520 $a The study also found that tasks/cues involving cognitive processes were more useful for storing information in and retrieving information from the memory system. This helps explain why translation is an effective means of learning a foreign language, and metalinguistic feedback is a powerful teaching tool that helps students improve their linguistic performance. Although the degree may vary, all three research categories are interconnected via human cognitive processes, which clearly play an important role in L2 learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Foreign language education. $3 1148430
655 7 $a Electronic books. $2 local $3 554714
690 $a 0444
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Binghamton. $b Translation Research and Instruction Program. $3 1182680
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275601 $z click for full text (PQDT)