9. Background
• to investigate any possible differences
among three distinct learner groups who
studies English in the same context in
Budapest, the capital of Hungary.
• to test empirically ... the Ideal L2 Self and
the Ought-to L2 Self, and explore the
relationship of these variables with more
traditional ... constructs ....
10. Research question
• What are the main dimensions describing
students’foreign language learning
motivation?
• What age-related differences can be
found across the three samples?
• What dimensions influence motivated
learning behavior in a significant way?
11. Method
• A cross-sectional questionnaire survey
with three independent samples of
learners ....
• After extensive piloting, the final version
of the questionnaire was mailed or
personally delivered to the participating
secondary schools, universities, colleges,
and language schools ...
12. Statistical tools
• A range of descriptive and influential
statistical procedures including ANOVA,
correlation, and regression analysis.
13. Results
• The main factors affecting students’L2
motivation were language learning
attitudes and the Ideal L2 self, which
provide empirical support for the main
construct of the theory of the L2
motivational self-system.
• Models of motivated behavior varied across
the three investigated learner groups ...
30. APAスタイル
• 英語論文が準拠すべき書式
• The American Psychological Association(米国心理学会)
による規定→多くの学会が準拠
• http://www.apastyle.org/
• Publication Manual of the American Psychological
Association (6th ed., 2009)
• 邦訳『APA論文作成マニュアル』
41. • The participants were divided into three groups
according to the conditions (a) with a summary, (b) with
guided questions, or (c) without any AO (control)
• The participants were divided into three groups
according to the conditions:
1. With a summary
2. With guided questions
3. Without any AO
書式・構成
箇条書きの書き方
42. • Less than 40 words: Okuzumi (2012) showed
“the participants, interestingly, produced
almost the same number of words on
average …”
• More than 39 words: The previous research
showed:
Regarding FLUENCY, the participants,
interestingly, produced almost the same number
of words on average … (Okuzumi, 2012, p. 44).
書式・構成
引用の仕方・参考文献
43. 書式・構成
引用の仕方・参考文献
Mizumoto and Takeuchi (2001) (Mizumoto & Takeuchi,
indicate...… I 2001).
CrookalI, Coleman, and Oxford I...... (Crookall, Coleman, &
(1992) IOxford, 1992).
et al.) et al.)
Yashima et al. (2009) point et al., 2009)
out...… I
(Yashima, T. , Noels.
Shizuka. T.. Takeuchi. o.
Yamane, S., & Yoshizawa,
44. • 文末提示で複数の文献を示す場合:
• We targeted fluency (defined here as the
number of words written within a specific
time) because research has shown that it is
one of the most robust indicators of a
learner’s writing proficiency level (e.g.,
Grant & Ginther, 2000; Jarvis, Grant,
Bikowski, & Ferris, 2003; Sasaki, 2002).
書式・構成
引用の仕方・参考文献
46. 書式・構成
引用の仕方・参考文献
practice. Language Learning, 46, 613–642.
*Ellis, R., Rosszell, H., & Takashima, H. (1994). Down the garden path: Another look at negative
feedback. JALT Journal, 16, 9–24.
*Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL
Quarterly, 25, 605–628.
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory
course (4th ed). New York: Routledge.
Lee, J., Jang, J., & Plonsky, L. (2014). The effectiveness of second language pronunciation
instruction: A meta-analysis. Applied Linguistics, 36, 1–23. doi: 10.1093/applin/amu040
Leow, R. P. (1998). The effects of amount and type of exposure on adult learners’ L2 development
in SLA. The Modern Language Journal, 82, 49–68.
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
Mizumoto, A. (n.d.). Langtest.jp Web App. Retrieved from http://langtest.jp:3838/meta/
(citation("metafor"); citation("meta"))
Norris, J. M., & Ortega, L. (2006). The value and practice of research synthesis for language
learning and teaching. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on
language learning and teaching (pp. 3–50). Philadelphia: John Benjamins.
Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choices and
challenges. Annual Review of Applied Linguistics, 30, 85–110. doi:
48. 1.Background
1.1 General Introduction
• Importance of stem cells
Stem cells have the remarkable potential to develop into many different cell types
in the body during early life and growth. In addition, in many tissues they serve as
a sort of internal repair system, dividing essentially without limit to replenish other
cells as long as the person or animal is stiH alive. When a stem cell divides, each
new cell has the potential either to remain a stem cell or become another type of cell
with a more specialized function, such as a muscle cell, a red blood cell, or a brain
ceU.
Stem cells are distinguished from other cell types by two important characteristics.
First, they are unspeciaHzed cells capable of renewing themselves through cell
division, sometimes after long periods of inactivity. Second, under certain
physiologic or experimental conditions, they can be induced to become tissue- or
organ-specific cells with special functions. In some organs, such as the gut and bone
marrow, stem cells regularly divide to repair and replace worn out or damaged
tissues. In other organs, however, such as the pancreas and the heart, stem cells
only divide under special conditions.
まさかの完全一致!
51. • (図の下に)
• Figure 1-1. Caption.
• (表の上に)
• Table 1-1
Caption
書式・構成
図表の示し方2. Figure
Figure 4-1. Percentages of strategy use according to the four categories of the purpose and
the two categories of strategies and their
329
Note. Adapted from “article's title," by A. Author and B. Author, year,
journal Name, xxx, p. xxx. Copyright year by the
Note. Adapted from “Traditions and Alcohol Use: A Mixed-Methods
Analysis," by F. G. Castro and K. Coe, 2007, Cultural Diversity a n d Ethnic
13, p. 276. Copyright 2007 b y the American
Psychological Association.
Table 3
7be 01L2 Anxiety in Relation 10 each Communication Partner Calegory according
Academic Slalus
]unior high Senior high College (3)
school (1) school (2)
M(SD) M(SD) M(SD) F Post hoc
A) ]apanese 23.01 (2.76) 22.56 (3.41) (3.61) 06 (1), (2) /(3)
teacher of English
B) Foreign teacher 19.42 (3.37) 16.40 .16 (3),(2) /(1)
of English
C) More capable 20.36 (2.78) 21.74 (2.93) 17.71 21.67** .16 (3) /(1), (2)
friends
0) Less capable 10.99 (2.10) 3.07 03 (2),(1) / (3)
friends
E) Returnee friends 17.96 19.04 (3.33) 14.06 (3.02) (3) /(1), (2)
M = Mean,SO = Standard Oeviation
Numbers refer to the following academic status groups: (1) = junior high school students,
(2) = senior high school students and (3) = college students. They are presented with