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The Challenge of Learning to Listen: From the Perspective of Flow Theory
https://doi.org/10.15012/00000543
https://doi.org/10.15012/00000543cde10f15-a355-48a8-b458-51c2268d6016
名前 / ファイル | ライセンス | アクション |
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genbun_vol2001_06 (950.5 kB)
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Copyright (c) 2008 Harumi Kimura
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2015-09-17 | |||||
タイトル | ||||||
タイトル | The Challenge of Learning to Listen: From the Perspective of Flow Theory | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | The Challenge of Learning to Listen: From the Perspective of Flow Theory | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Attention | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Automaticity | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Extensive Listening | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Flow Theory | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Listening Fluency | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Positive Psychology | |||||
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 | |||||
ID登録 | ||||||
ID登録 | 10.15012/00000543 | |||||
ID登録タイプ | JaLC | |||||
著者 |
Kimura, Harumi
× Kimura, Harumi |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This is a preliminary case study of the challenges learners face when engaged in listening tasks in L2. I explore this issue in light of Flow Theory (Csikszentmihalyi, 1990; Csikszentmihalyi & Csikszentmihalyi, 1989) and discuss what can be optimal learning experiences in this specific language-learning activity to see if the theory could provide language learners and teachers with fruitful insights into learners' thoughts and emotions. It is also suggested that extensive listening (EL) might not be taken as a simple application of the idea of extensive reading (ER) to the listening domain. I make use of the interview data of the two successful learners and investigate the legitimacy of the four dimensions in the state of ‘flow’ that Egbert (2003) advocated. The learners, who experienced a voluntary listening class for two semesters, talked about their task engagement. Their comments suggest that these dimensions should be refined to accommodate both analytical and holistic approaches to the theory, and that the studies of optimal learning experiences in the language-learning context could be pursued further, especially with regard to the alleged importance of challenge-skill balance, attention control, and automaticity development. | |||||
書誌情報 |
名古屋学院大学論集 言語・文化篇 en : THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of Nagoya Gakuin University; LANGUAGE and CULTURE 巻 20, 号 1, p. 75-94, 発行日 2008-10-31 |
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出版者 | ||||||
出版者 | 名古屋学院大学総合研究所 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1344-364X |