Prefectural University of Hiroshima Academic Information Repository
Not a member yet
1614 research outputs found
Sort by
Reflections on Krashen’s Natural Approach for Second Language Acquisition
Get PDFapplication/pdfThe Natural Approach as developed by Stephen Krashen is regarded as radical by many language teachers.The primary reason why he has offended the sensibilities of so many is particularly his de-emphasis on formal learning, and his claim that a focus on input is the necessary and sufficient condition for achieving communicative competence. It is argued, among other things, that this may be due to the fact that though Second Language Acquisition Theory is interdisciplinary, language teaching methodology is dominated by orthodox linguistic theories. It is argued here that, though Krashen’s Natural Approach comes out of a an orthodox linguistic paradigm (generative grammar), it has far reaching implications and lends itself to nonlinguistic perspectives. Furthermore, because of the model of the Natural Approach is so holistic and synthetic, it has become one of the most comprehensive and effective approaches for language teaching: profound in scope, though deceptively simple. Though it can be critiqued on both theoretical and empirical grounds, its essential feature is its essential focus on meaning “( comprehensible input”) as a necessary condition for real acquisition. Despite some shortcomings in theoretical claims, the Natural Approach is the most comprehensive approach which should serve as the touchstone for any and all language teaching methodologies and even second language acquisition theory.departmental bulletin pape
A study of genetic diversity of rice (Oryza sativa L.) landraces in northern Laos
Get PDF県立広島大学博士application/pdfdoctoral thesi
Study on Generic Skills of Undergraduate Students(1): An Attempt to Construct the Scale of Generic Skills
Get PDFapplication/pdfdepartmental bulletin pape
A Study of Teaching Material Development of Sustainable Development Goals
Get PDFapplication/pdfdepartmental bulletin pape
关于C-CAT的分数解释及与其他考试的相关性研究
Get PDFapplication/pdfC-CAT的分数（得分），是根据项目反应理论推定出的能力值而换算成的。依据预测标本抽样，首先估算出了汉语学习者群体的平均学习水平。听力、词汇、语法、阅读各部分得分为50分，总分在200分，这个成绩与汉语学习者群体的平均水平接近，所以我们认为大致相当于“中级水平”。| C-CAT提供的是恒定不变的分数，考生之间、考试之间可以做比较。但是，判断分数具体相当于哪个水平，则由利用单位自行决定。因为，就以“中级”而言，也会因国家、地区、或教育机关不同而有异。所以，基于C-CAT的得分划分水平，由利用单位自行判断，C-CAT不提供划分标准，而只提供信度可靠的分数。| 尽管如此，为了作为“参照”，C-CAT的分数通过与其他考试平行测试做了相关，这只是便于“参照”理解个人成绩（得分）而为。另一方面，平行测试的结果是，考生的C-CAT得分与其他考试的得分呈较高相关。| C-CAT所保证的是得分的不变性，不提供水平划分和解释。这也正如TOEFL、TOEIC一样，只提供分数，选拔或录取分数线的划定由利用单位自行判断。C-CAT的分数及其解释如同。departmental bulletin pape