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Microslip in EFL : Why can't we use an expression "we know?"
http://hdl.handle.net/10959/1347
http://hdl.handle.net/10959/1347d859b10b-8e10-4e28-8a84-cfad68b1b1f9
名前 / ファイル | ライセンス | アクション |
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2012-03-15 | |||||
タイトル | ||||||
タイトル | Microslip in EFL : Why can't we use an expression "we know?" | |||||
言語 | en | |||||
言語 | ||||||
言語 | eng | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
山本, 昭夫
× 山本, 昭夫× 山本, 昭夫 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This paper i皿troduces the concept of microslip and seeks a way to apply髭to an EFL context. Microslip was first observed and reported by Reed and Schoenherr in 1992, when they watched a student making coffee. lt was a seαuence of minor corrections of hand movements. The hand corrected the movementS needed to reach a coffee cup be・ fore pursuing it, regard且ess of their consciousness. As for language in use, it is possible t①say that we correct what we are going to say while we are uttering it in order to a{ljust it to the situation surrounding us. We may make“microslips”in utterance while listen・ ing,.@reading, speaking, and writing. The concept of microslip can explain why EFL learners find it dif匝cul吐to understan〔10r use certain phrases they think they have learned and how they can reduce such diffriculties. The modification of the environment surrounding the且earner, the unification of subtasks, and repetition practices may reduce ‘‘ 高奄モ窒盾唐撃奄垂刀C, of language use。 | |||||
書誌情報 |
ja : 学習院高等科紀要 号 2, p. 1-12, 発行日 2004-06-30 |
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出版者 | ||||||
出版者 | 学習院高等科 | |||||
言語 | ja | |||||
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収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11906570 | |||||
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出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
URI | ||||||
識別子 | http://hdl.handle.net/10959/1347 | |||||
識別子タイプ | HDL |