学習者の英語スピーキングに対する日本人英語教師と英語母語話者教師の観点

抄録

The present study examined how Japanese and native English-speaking (NS) teachers assess the overall effectiveness of Japanese students' oral English performance. Four Japanese teachers and four NS teachers were asked to rate monologues performed by 30 undergraduate students. First, the raters were asked to assign a single score for each monologue on the basis of their intuitive judgments of the performance. Following this, the teachers were asked to assess five analytic criteria: Grammatical accuracy, Fluency, Vocabulary range, Pronunciation, and Content elaboration/development. The scores and the raters' written comments were analyzed to identify the differences in scoring and to examine what criteria contribute to their intuitive judgments. The results showed that the Japanese raters assigned significantly higher scores for all the analytic criteria with the exception of Content elaboration/development, although their overall judgment of the monologues was almost the same. In addition, the scores assigned by the Japanese raters showed that only Fluency and Content elaboration/development significantly predicted their intuitive judgment, whereas the scores assigned by the NS raters revealed that all the five criteria significantly predicted the overall score. The raters' written comments indicated that the Japanese raters paid more attention to features that were not included in the given analytic criteria.