| ID | 112442 |
| 著者 | |
| キーワード | Assisted repeated reading
bi-modal input
extensive reading
multi-modal input
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| 資料タイプ |
学術雑誌論文
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| 抄録 | This is a study of Japanese learners’ perspectives on visual and audio scaffolds in the teaching of second language English reading. We compare the approaches of ER, according to Day & Bamford’s (1998) ten principles (outlined below) in class, and Assisted Repeated Reading (ARR) of a work of fiction to a class. ARR refers to the reading aloud of a text multiple times to students as they follow along silently (see Taguchi & Gorsuch, 2002). Two classes of students in required English classes undertook both ER and ARR. Both the ER and ARR enhanced the students’ comprehension of the texts; in the case of ER, most students chose picture books, which aided their comprehension. In the case of ARR, the embodied presence of the reader, and the modeling of prosody facilitated comprehension.
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| 掲載誌名 |
Indonesian Journal of Applied Linguistics
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| ISSN | 25026747
23019468
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| 出版者 | The language Center of Indonesia University of Education, The Association of Teaching English as a Foreign Language in Indonesia (TEFLIN)
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| 巻 | 8
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| 号 | 2
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| 開始ページ | 380
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| 終了ページ | 387
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| 発行日 | 2018-09-30
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| 権利情報 | This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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| EDB ID | |
| 出版社版DOI | |
| 出版社版URL | |
| フルテキストファイル | |
| 言語 |
eng
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| 著者版フラグ |
出版社版
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| 部局 |
総合科学系
教養教育院
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