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RISS 인기검색어
- 검색키워드
- 저자 : Noriko Aotani (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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An Asymmetrical Network Model of the Japanese EFL Learner`s Mental Lexicon
( Noriko Aotani ),( Naoki Sugino ),( Simon Fraser ),( Yuya Koga ),( Kojiro Shojima ) 범태평양응용언어학회 2016 범태평양응용언어학회지 Vol.20 No.2
The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be affected by the introduction of an adjective. Data in the form of perceived relatedness of the nouns collected from 17 Japanese EFL learners at different proficiency levels are analyzed using AMISESCAL (Asymmetric von Mises Scaling). AMISESCAL is a newly developed statistical model that visualizes asymmetric relations among elements on a two dimensional map. Both strength and asymmetry of the connections among vocabulary items are explicated using this model; distinctive features of the EFL learners` mental lexicon are thus obtained. The varieties of L2 network structure and the differences between individual learners are discussed.
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The Effects of a Triggering Instruction on Communication Strategy Transference
Noriko Aotani,Shin’ya Takahashi 범태평양 응용언어학회 2022 범태평양응용언어학회지 Vol.26 No.2
Research on communication strategies (CSs) has been drawing much attention in the area of psycholinguistics and applied linguistics. This study examined if triggering instruction can accelerate the cognitive aspects of CSs transference from L1 to L2. In the first part of the experiment, all participants, twenty-one Japanese university students, looked at pictures and were asked to say anything that came to their mind in English. In the second part, half of them (an experimental group) were instructed to begin the task by saying likes and dislikes of the picture. The other half (a control group) did not receive such an instruction. Participants also answered a questionnaire asking about self-evaluation of the task performance in order to examine their affective and cognitive state. Their utterances were classified as either objective descriptions of what was shown in the picture or subjective expressions of what they imagined or felt. The results of the experimental group clearly demonstrated the effect of instructional intervention; subjective expression increased and objective description decreased, and also their anxiety decreased from the first part of the experiment to the second. These findings suggest that more attention should be paid to the cognitive aspects of CSs such as change of viewpoint from objective to subjective, which we may call ‘self-expression switching,’ and its transference from L1.
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