19. 学習者コーパス概観(書き言葉)
• International Corpus of Learner English (ICLE)
• Japanese EFL Learner (JEFLL) Corpus
• International Corpus of Crosslinguistic
Interlanguage (ICCI)
• Nagoya Interlanguage Corpus of English (NICE)
• International Corpus Network of Asian Learners
of English (ICNALE)
19
27. 目標言語
• トピック:
1. “It is important for college students
to have a part time job.”
2. “Smoking should be completely
banned at all the restaurants in the
country.”
3. School Education
27
30. タスク遂行に関する主観的困難度
Ishikawa (2011)
• concentration
• this task required concentration. / this task did not require concentration
• time pressure
• I did not feel time pressure during task performance. / I felt time pressure
during task performance
• anxiety
• this task made me anxious. / this task did not make me anxious
• stress
• I felt frustrated during task performance. / I did not feel frustrated during
task performance
• difficulty
• this task was easy. / this task was difficult
• interest
• this task was interesting. / this task was difficult
• ability
• I did not do this task well. / I did this task very well
• motivation
• I want to do tasks like this. / I don’t want to do tasks like this
30
39. 参考文献
• 石井卓巳(2014)「日本の英語コーパス言語学の研究課題・手法の変遷:
『英語コーパス研究』掲載論文を用いた基礎的検討」LET関西支部メソドロジー研究部会2014
年度第1回研究会. 関西大学.
• 石川慎一郎(2008)『英語コーパスと言語教育:データとしてのテクスト』大修館書店.
• 内田伸子(1986)「作文の心理学 : 作文の教授理論への示唆 : 展望」『教育心理学年報』, 25,
162-177.
• 投野由紀夫(2013)「学習者コーパス研究のこれまでとこれから」投野由紀夫・杉浦正利・和
泉絵美・金子朝子 (編著)『英語学習者コーパス活用ハンドブック』大修館書店. pp.4-18.
• Adriaans, P., & Zantinge, D. (1998). Data Mining. Harlow: AddisonWesley.
• Bousbia, N., and Belamri, I. (2013). Which Contribution Does EDM Provide to
Computer-Based Learning Environments? In A. Peña-Ayala (Ed.), Educational
Data Mining Applications and Trends. Dordrecht: Springer.
• Bowles , M. A. (2010). The think-aloud controversy in second language research.
London: Routledge.
• He, W.(2013). Examining students’ online interaction in a live video streaming
environment using data mining and text mining. Computers in Human Behavior,
29(1), pp.90-102.
• Ishikawa, T. (2011). Examining the influence of intentional reasoning demands
on learner perceptions of task difficulty and L2 monologic speech. P. Robinson
(Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis
of Language Learning and Performance (pp. 307-330). The Netherlands: John
Benjamins.
39
40. 参考文献
• Krüger, A., Merceron, A., & Wolf, B. (2010). A data model to ease analysis and
mining of educational data. In M. Pechenizkiy et al. (Eds.), Proceedings of the
3rd International Conference on Educational Data Mining 2010, pp.131–140.
Eindhoven, The Netherlands: International EDM Society.
• McEnery, T., & Hardie, A. (2012). Corpus linguistics: Method, theory and practice.
Cambridge University Press.
• Peckham, T., & McCalla, G.(2012). Mining Student Behavior Patterns in Reading
Comprehension Tasks. In Proceedings of the 5th international conference on
educational data mining, pp.87–94.
• Révész, A. (2013). Exploring processes and outcomes in task-based research:
The use of mixed methods approaches. Mixed-Methods in SLA: Benefits and
Challenges. Lecture conducted from University of Barcelona, Spain.
• Romero, C., & Ventura, E. (2013). Data mining in education. Data Mining and
Knowledge Discovery, 3 (1), 12–27
• Romero, C., Romero, J. R., Luna, J. M., & Ventura, S.(2010). Mining Rare
Association Rules from e-Learning Data. In Proceeding of The Third International
Conference of Education Data Mining, pp. 171-180. Pittsburgh, USA.
• Yamanishi, H. (2009). Japanese EFL Learners’ Use of Writing Strategies: A
Questionnaire Survey. The Bulletin of the Writing Research Group, JACET Kansai
Chapter, 8, 53-64.
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