@article{oai:nufs.repo.nii.ac.jp:00000269,
 author = {関, きみ子},
 issue = {10},
 journal = {長崎外大論叢, The Journal of Nagasaki University of Foreign Studies},
 month = {Nov},
 note = {The purpose of the present research is to demonstrate that L1 transfer in Japanese early learners' syntacticization process is essentially related to the development of writing skills. The research shows the following : First, transfer from Japanese in EFL learners' written English appears in nine different categories and takes on different patterns in each of four different groups of students, signifying the fact that all the categories shown below are almost identical with those previously found in Japanese university EFL students. Second, L1 transfer in the high proficiency groups is shifted from direct transfer to more diversified types, as the learners are challenged to construct more difficult, complex sentences. However, the transfer in the low proficiency groups is distinguished by its dominance of literal translation and anomalous use of copula, which continue to remain a trouble spot in the course of study. Third, the group that received form-focused training has statistically shown advancement in the area of syntax. The results also suggest that some of the factors found in this study can become the key to proficiency in writing.},
 pages = {181--195},
 title = {Writing学習における問題点とその解決法を探る(I)  -FORMに於ける母語の干渉を中心として-},
 year = {2006}
}