Faculty of International Social Sciences

Aki Nakaue

  (中上 亜樹)

Profile Information

Affiliation
Faculty of Letters Department of Japanese Language and Literature, Gakushuin University
Degree
博士(教育学)(広島大学大学院)

Researcher number
90581322
J-GLOBAL ID
201101084087724056
researchmap Member ID
B000004661

Papers

 7

Misc.

 2
  • NAKAUE Aki
    Journal of Japanese Language Teaching, 151 48-62, 2012  
    <p>The present study examines the effectiveness of a teaching method that is based on the theories and results of second language acquisition research. The effects of an input-based instruction method called Processing Instruction, which is supported by second language acquisition research, were compared with those of the traditionally used output-based instruction, which focuses on learners' production of the language, by analyzing test results in comprehension and production of Japanese adjective comparisons.</p><p>The results indicated that the learners in both groups gained from the instruction. Nevertheless, the instructional gain was greater for the learners who received Processing Instruction than those who received output-based instruction, based on comprehension and production tests, even with the absence of the output practice in Processing Instruction. This result suggests that instruction methods in accordance with learners' cognitive processes enhance and support the learners' successful acquisition of the language.</p>
  • NAKAUE Aki
    The Journal of Educational Research, 6 41-50, 2010  
    <p>Earlier studies of second language acquisition indicated that the "input" is one of the keys for success of language learning. However, teachers often focus on the amount of "output" that students produce, rather than on the input that students receive in the classroom.</p><p>In this study, two different styles of lessons "processing instruction" and "output-oriented instruction" were compared to measure their effectiveness. In the "processing instruction" lesson, students were provided with a significant amount of input without any output practice opportunity after the introduction of target grammar. On the other hand, the "output-oriented instruction" lesson included various output practices like the mechanical form-oriented practice to communicative practice.</p><p>Each group was made up of eleven students who were given comprehension and recall tests on four occasions: before, immediately after, five days after, and sixty days after the respective lessons.</p><p>After the "processing instruction" lessons, students showed better results in both comprehension and recall tests and retained language upto sixty days later as well. The result suggests that after the grammar introduction, it is more effective to give students sufficient amount of input to enhance students' understanding rather output practices such as drill exercises.</p>

Presentations

 13

Teaching Experience

 9

Research Projects

 5