抄録
This study explores the relationship between students’ uptake and the languages used in a classroom by adopting a corpus approach. Student uptake questionnaires and transcribed utterance from 11 junior high school classes comprised the main body of data. The transcribed data were tagged and the types and tokens for each tagged utterance were counted according to class. Based on this data, the classes were compared and classified into identical groups. For the analysis, the author selected classes featuring the same main activities albeit in a different primary language. Using data gathered through the uptake questionnaire, a Kruskal-Wallis nonparametric test and Mann-Whitney U test were conducted to identify the differences between students’ uptake and the language primarily used in class. The results indicated that students’ uptake varied according to the main language used in class and that the L1 and the L2 play different roles in the uptake process.
