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AA12043414-20160000-0135.pdf
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Title |
Title |
外国語学習法の非言語的認知機能への影響 : 日本語を母語とするドイツ語初習者を対象とした実験的検討
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Kana |
ガイコクゴ ガクシュウホウ ノ ヒゲンゴテキ ニンチ キノウ エノ エイキョウ : ニホンゴ オ ボゴ ト スル ドイツゴ ショシュウシャ オ タイショウ ト シタ ジッケンテキ ケントウ
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Romanization |
Gaikokugo gakushuho no higengoteki ninchi kino eno eikyo : Nihongo o bogo to suru Doitsugo shoshusha o taisho to shita jikkenteki kento
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Changes in the non-verbal cognitive abilities induced by foreign language learning : a pilot study involving Japanese-speaking novice learners of German
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矢田部, 清美
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ヤタベ, キヨミ
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Yatabe, Kiyomi
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Affiliation |
慶應義塾大学外国語教育研究センター助教
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皆川, 泰代
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ミナガワ, ヤスヨ
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Minagawa, Yasuyo
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慶應義塾大学文学部准教授
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慶應義塾大学外国語教育研究センター
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ケイオウ ギジュク ダイガク ガイコクゴ キョウイク ケンキュウ センター
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Romanization |
Keio gijuku daigaku gaikokugo kyoiku kenkyu senta
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2016
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慶應義塾外国語教育研究
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Journal of foreign language education
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13
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2016
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135
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151
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Abstract |
The present study examines changes in young adults' non-verbal cognitive abilities induced by foreign language learning, with a view to investigating how a particular instruction method may affect students' general executive function as well as language proficiency. Seventeen Japanese university students were divided into two groups, on the basis of their scores on tests evaluating their non-verbal cognitive abilities and knowledge of German. Participants in the first group were taught German using the inductive method and participants in the second group were taught the language using the deductive method. Both groups were taught the same content with the same material ; the only difference between the two was in the type of instruction. There was no significant difference in the level of language proficiency attained between the two groups. However, there was a weak but significant effect of instruction method on participants' ability to perform a non-verbal cognitive task. We also found a significant difference in reaction time between the two groups in a German and a non-verbal cognitive task. These findings suggest that it might be possible to enhance certain types of one's non-verbal cognitive abilities through language learning, although more research is needed to reach a firm conclusion.
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Departmental Bulletin Paper
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