Speaking Characteristics of Monologues Given by Japanese Junior High School Students

Abstract

As a basis for constructing the empirically derived, binary-choice, boundary-definition scales (EBB scales; Turner & Upshur, 1996), this paper examined the characteristics of speech from 80 Japanese junior high school students. Utterances from two monologue tasks were transcribed and analyzed by utilizing 33 objective measures. The results indicated a lack of vocabulary, complex sentence structures, and cohesive devices, as well as scarcity of errors and the inability to give a proper greeting or leave-taking during the self-introduction. Differences also existed between high and low groups in vocabulary, accuracy, fluency, and task achievement. Moderate and strong relationships were found between vocabulary, task achievement, and accuracy, as well as between speaking time and fluency. Speaking ability correlated highly or moderately with vocabulary, task achievement, and accuracy. Errors were produced more as speaking ability increased.