http://hdl.handle.net/11173/3337 2022-03-15 Wed, 30 Jul 2025 18:39:19 GMT 2025-07-30T18:39:19Z http://hdl.handle.net/11173/3433 タイトル: 海を渡る『はだしのゲン』 : その英語訳とハワイにおける受容 著者: 荘中, 孝之 Mon, 14 Mar 2022 15:00:00 GMT http://hdl.handle.net/11173/3433 2022-03-14T15:00:00Z http://hdl.handle.net/11173/3434 タイトル: “There is the Sulphurous Pit, Burning, Scalding, Stench” : King Lear is Climate Fiction 著者: Kimura, Marianne Mon, 14 Mar 2022 15:00:00 GMT http://hdl.handle.net/11173/3434 2022-03-14T15:00:00Z http://hdl.handle.net/11173/3435 タイトル: Interactional competence in L2 learning : Is it taught or activated? 著者: Campbell-Larsen, John 抄録: It has long been understood that learning a foreign/second language involves much more than simply acquiring vocabulary and grammar to a certain level. Language learners also need interactional competence （IC） to be able to successfully participate in spoken interactions in the target language （L2）. IC is comprised of a wide range of components, such as turn-taking and repair procedures, use of discourse markers and the ability to carry out speech acts and recognize when others are carrying them out. Some of these components will be the same in both the L1 and L2 and can be transferred into the L2 in an unconscious fashion. Thus, IC may develop over time as knowledge of the L2 increases and opportunities to interact in the L2 accumulate. IC can also be explicitly taught, especially where opportunities to interact in the L2 are limited and where there may be subtle differences between L1 and L2 interactional practices. The development of IC can be seen as falling along a spectrum, from unconscious application of universal interactional modes from the very outset of learning to automatic emergence of competence as knowledge and opportunity to interact increases, to specifically taught interactional practices incorporated in the teaching program. Mon, 14 Mar 2022 15:00:00 GMT http://hdl.handle.net/11173/3435 2022-03-14T15:00:00Z http://hdl.handle.net/11173/3432 タイトル: 表紙ほか Mon, 14 Mar 2022 15:00:00 GMT http://hdl.handle.net/11173/3432 2022-03-14T15:00:00Z