@article{oai:kumadai.repo.nii.ac.jp:00028410,
 author = {鳥越, 智美 and Torigoe, Satomi and 鳥越, 智美 and Torigoe, Satomi},
 journal = {熊本大学社会文化研究},
 month = {Mar},
 note = {application/pdf, 論文(Article), This paper attempts to overview the relatively new language learning theory, Focus on Form (FonF), which is different from Focus on forms instruction. Although FonF involves both fluency and accuracy, many studies just measure the explicit knowledge with the pretest and posttest comparison without showing how learners improve their implicit knowledge. Some retrospective elicitation tests would be able to elicit learners' implicit knowledge as well as explicit knowledge. The latter part of this paper presents one study of Think aloud as a measurement for FonF. Three 8th graders joined this Think aloud task activity with pair work. They made 5 -6 sentences based on picture data while thinking aloud. All the data was recorded and qualitatively analyzed in terms of what linguistic aspects each learner refers to; how many utterances they make; if teacher feedback is needed in order to reach accurate expression. The results show that some learners may focus on grammar but others may mainly focus on vocabulary even if they are discussing the same items. In addition, the results show that teacher feedback is crucial to encourage their noticing. Without the teacher feedback learners might not be able to reach the correct expression.},
 pages = {165--186},
 title = {思考発話法を活用したフォーカス・オン・フォームの認知プロセスに関する研究},
 volume = {12},
 year = {2014},
 yomi = {トリゴエ, サトミ and トリゴエ, サトミ}
}