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RISS 인기검색어
- 검색키워드
- 저자 : Junko Negishi (검색결과 4 건)
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- 기관 내 무료
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( Junko Negishi ) 범태평양응용언어학회 2011 범태평양응용언어학회지 Vol.15 No.2
This study aimed to investigate the characteristics and developmental phenomena apparent in Japanese learners of English with their raters`` perspectives in terms of fluency which has been recognized as a major factor in judging non-native speakers`` proficiency. The following temporal indices demonstrated strong relationships with the raters`` scores on fluency: total number of syllables including/excluding dysfluency, total number of words, and total speaking time including pause time. The three indices can be useful when confined to Japanese students. With regard to pauses and hesitations, the university students exhibited results comparable to other participants; however, the locations and lengths of pauses at a phrase boundary alone gave evidence that they paused at grammatical junctures.
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The Effects of Speaking Activities on Brain Blood Flow: An NIRS Study
Junko Negishi,Hiroyuki Kanzaki,Yuko Yamada,Masumi Murakami,Erika Ozawa,Yoshiyuki Nakamura 범태평양 응용언어학회 2020 범태평양응용언어학회지 Vol.24 No.1
This study explored appropriate speaking activities for speakers of different proficiency levels by measuring the changes in their brain blood flow with near-infrared spectroscopy (NIRS). Fifty adult speakers and learners of English of various proficiency levels participated in the study by undertaking four types of task: a single-speaker picture description, interview, and two paired interaction activities on an easy and a difficult topic. By objectively analyzing the collected data, the authors revealed which speaking activity facilitated brain activity, which speaking activity was suitable for which level of learner, and from which area of the brain it was possible to obtain activation data. In short, advanced language learners need to tackle more difficult tasks, while easy, patterned tasks such as the picture description and interview are more appropriate for elementary level learners. As for intermediate learners, their language learning is likely to be promoted through most of the activity types, except for the interactions on difficult topics, which were shown to decrease their brain blood flow.
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Characteristics of Interactional Management Functions in Group Oral by Japanese Learners of English
( Junko Negishi ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.1
This study attempted to investigate the characteristics of interaction dynamics in a group oral interaction carried out by Japanese learners of English. The relationship between the participants` language development and interactional management functions (IMFs) was also explored. Oral performance tests in a paired or a small group have recently been introduced because the assessment of L2 learners` authentic conversational competence is considered important in the current era of globalization. Qualitative analysis showed that some characteristics, namely, modifying or developing the topic and negotiation of meaning, displayed an association with the development of the participants` language ability. More proficient speakers` dialogues of this study showed a more complex, co-constructed, and collaborative nature, with more interactions and negotiation of meaning.
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Assessment Behavior and Perceptions of Raters in Paired and Group Oral Interaction
( Junko Negishi ) 범태평양응용언어학회 2015 범태평양응용언어학회지 Vol.19 No.1
The study considers the assessment of L2 English learners by trained raters in paired and group oral assessments in comparison to an individual, monologue assessment, to determine I) the degree to which raters assign pairs/groups shared (the same) scores and the degree to which raters give individual members of pairs/groups higher or lower as opposed to matching individual scores, 2) assessment tendencies by participants`` English proficiency and paring/grouping conditions, 3) individual variation among raters, and 4) the types of comments (positive, negative, or mixed) raters give participants in pair/group conditions. It was found that 1) on the whole, pair/group scores tend to be shared and lower than individual scores, 2) raters tended to assign both higher- and lower-level speakers lower scores when they are in interaction with lower-level speakers, but to assign middle-level speakers better scores in such a condition, 3) raters exhibited significant inter-rater variability, and 4) raters tended to give more negative comments when assigning lower scores and more positive comments on higher scores.
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