全国英語教育学会紀要
Online ISSN : 2432-0412
Print ISSN : 1344-8560
ISSN-L : 1344-8560
22 巻
選択された号の論文の26件中1~26を表示しています
  • 鈴木 眞奈美
    原稿種別: 本文
    2011 年 22 巻 p. 1-16
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The present study explores second language (L2) learners' use of repetition and repair in regard to their first language (L1) and L2 during their revision of L2 written text. Participants were 24 Japanese university students of English as a foreign language (EFL). This study analyzed repetition and repair by both process- and product-oriented data. Repetition, particularly repetition spoken in English was very commonly used in the processes of revision. Of all changes related to repetitions (N = 250), 169 changes (68 %) were linguistically successful. Furthermore, during revision the participants tended to use L2 repetition frequently as a cognitive means for hypothesis testing or eliciting implicit knowledge, whereas they tended to utilize repetition spoken in their L1 to retrieve L2 explicit knowledge. With regard to linguistic types of text changes related to repetition, sentence-level repetition occurred most frequently, and lexical and morphological repetition followed.
  • 佐藤 敬典
    原稿種別: 本文
    2011 年 22 巻 p. 17-32
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    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.
  • 根岸 純子
    原稿種別: 本文
    2011 年 22 巻 p. 33-48
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study aimed to investigate the discourse of 135 Japanese learners of English ranging from junior high school to university students, in terms of their interactional patterns while interacting in a group of three. The participants' five-minute interactions were assessed by ten Japanese raters by means of the rating criteria in Common Europe Framework of Reference (CEFR; Council of Europe, 2001). The relationship between the interactional patterns and the raters' assessment was also explored. Four "Global Interactional Patterns" including a newly observed pattern termed under-developed, were confirmed in addition to the three basic patterns of interaction that Galaczi (2004, 2008) advocated: collaborative, asymmetrical, and parallel. The difference in the results was likely to have stemmed from the dissimilarity in participants' speaking ability. As for the relationship between the raters' assessment and the Global Interactional Patterns, the collaborative pattern yielded the highest scores and under-developed the lowest. When the author assigned scores to both group and individual characteristics (e.g., three points to collaborative interaction and one point to a passive speaker), a strong correlation (.607, p < .01) was observed but the correlation was largely explained by group rather than individual characteristics.
  • 村端 五郎
    原稿種別: 本文
    2011 年 22 巻 p. 49-62
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The present study examines the impact of second-language (L2) learning on children's cognition. There has been a growing body of empirical studies which have explored the effects of prior L2 learning at elementary school on Japanese L2 users' attitudes and motivation toward L2 learning and linguistic skills in later years. However, little is known about the impact of L2 learning on children's cognitive dispositions. The present study tries to reveal whether there are any differences in cognitive dispositions between groups of different amounts of exposure. The cognitive disposition examined in this study is the object-substance distinction in word meaning, which is based on either a 'shape' bias or a 'material' bias. An individuated object-substance distinction in a word meaning task was given to two groups of Japanese children to see how they projected novel names onto objects and substances. A striking pattern of similarities and differences in responses was found between the groups. Japanese children largely projected novel names onto objects and substances principally based on a 'material' bias. However, significant differences in responses based on a shape bias were found between the groups. For instance, children who had greater L2 exposure shifted their bias, from 'material' to 'shape'.
  • 三宅 美鈴, 松川 文雄, 重安 哲也
    原稿種別: 本文
    2011 年 22 巻 p. 63-77
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study explores the effects of listening-to-and-looking-at picture storybook activities in terms of the accuracy of matching sound and spelling, along with the reaction time of words accessed successfully in the time periods of two different activities: a single activity and several continuous activities. Participants were 5th and 6th graders at an elementary school. The results showed that continuous listening-to-and-looking-at picture storybook activities increased the number of participants who answered correctly with a high score. It was also found that other factors are considered to have more influence on matching sound and spelling than frequency. As for the comparison of reaction time with correct answers, continuous activities caused faster accession of sounds and spellings. In other words, continuous activities accelerate word storage in the lexicon with sounds and their spellings connected.
  • 名畑目 真吾
    原稿種別: 本文
    2011 年 22 巻 p. 79-94
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    When reading a certain text, readers often anticipate what will happen next in the situation that is being described; in other words, readers generate predictive inferences. The present study examined the effects of these inferences on Japanese EFL learners' text comprehension and sentence processing, and explored how these effects differed depending on the timing of the generation. In Experiments 1 and 2, the results revealed that the predictive inference generation did not have an impact on text comprehension, regardless of when readers made predictions. However, the results from Experiment 2 showed that only in an earlier portion of a text did the predictive inference generation increase reading times for a sentence immediately following. These results suggest that the generation of predictive inferences during reading is more likely to affect readers' sentence processing than text comprehension. These results are discussed in the light of the process involved in building a mental representation.
  • 橋本 健一
    原稿種別: 本文
    2011 年 22 巻 p. 95-110
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The present study examines the relationship between syntactic processing of relative clause sentences in L2 English and learners' proficiency of the target language. Two groups of Japanese learners of English at different proficiency levels, as well as a control group of English native speakers, participated in a self-paced reading experiment. They read subject or object relative clause sentences which are either lexically demanding or not-demanding. The results showed that the reading time difference between the two structures was evident only for the advanced-level learners and in the sentences with minimum lexical demands. The intermediate-level learners failed to show the reading time difference, regardless of the lexical demands of the sentences. The finding was attributed to the heavy lexical demands for the intermediate learners, which could consume most of the processing resources and leave few for syntactic processes. Implications for models of L2 syntactic processing and L2 grammar instruction are elicited based on the findings.
  • 卯城 祐司, 甲斐 あかり, 清水 遥, 星野 由子, 名畑目 真吾, 長谷川 佑介, 矢野 賢, 中川 知佳子
    原稿種別: 本文
    2011 年 22 巻 p. 111-126
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study investigated how a flashback in a passage affects Japanese EFL readers' narrative comprehension. The order of events written in a narrative story is sometimes different from that in the real world; thus, readers need additional processes which fill in the gap between the linguistic description of the event order and the event order in their mind. In the present study, 37 Japanese university students read a narrative text written in chronological order, and another 37 students read the same text written in non-chronological order. In the latter version, the first event (E) was put into the third position (E2→E3→E1→E4). That is, E1 was presented as a flashback. An immediate and a delayed recall test revealed that the participants who read the chronological text successfully recalled more information than those who read the non-chronological text, which was also supported by the participants' evaluation of text difficulty. In addition, the error analysis showed that both local and global errors increased when participants read the non-chronological text. Furthermore, more proficient readers were able to arrange the text information in chronological order in their mental representations even when they read the flashback text. Although the flashback did increase the cognitive demand on readers, these readers could follow the events in chronological order, and successfully corrected their situation model.
  • 松浦 伸和, 池岡 愼, 大野 誠, 川野 泰崇, 千菊 基司, 多賀 徹哉, 山岡 大基, 山田 佳代子, 幸 建志
    原稿種別: 本文
    2011 年 22 巻 p. 127-136
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    What is urgently needed in developing the academic ability of junior and senior high school students is to enhance the quality of teachers. For this purpose, colleges and universities provide prospective teachers with professional training, and an essential part of it is practice teaching, where they conduct classes at primary and secondary schools under the supervision of the teachers of those schools. In order for the prospective teachers to learn as much as possible from this opportunity, clear goals and definite standards specific to English teaching profession should be set and shared between the prospective teachers and the supervisors. This study reports an attempt of setting the goals and standards for prospective teachers of English and discusses practical uses of them.
  • 小早川 真由美
    原稿種別: 本文
    2011 年 22 巻 p. 137-152
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    A quantitative and qualitative comparative analysis of writing tasks in Japanese high school writing textbooks was conducted as part of this study. The tasks were classified into four categories: controlled writing, guided writing, translation, and free writing, and 14 subcategories. Results of the analysis revealed that writing textbooks included various translations and controlled writing tasks. Guided writing and flee writing tasks, overall, tended to appear to a lesser extent in the textbooks that were examined. According to the Course of Study for Upper Secondary School (henceforth, the Course of Study) (MEXT, 1999), writing instruction is generally related to free writing tasks; thus, free writing skills are necessary to develop students' practical communication abilities as defined by MEXT. Therefore, the present study carried out a detailed analysis of free writing tasks in writing textbooks. The results indicated that several free writing tasks set out in the Course of Study were not included in writing textbooks (e.g., revising a composition and envisioning the reader). These findings suggest that it is necessary to not only proactively increase free writing activities in English classes, but also modify the tasks in writing textbooks so that they match the descriptive contents of the Course of Study.
  • 小泉 利恵
    原稿種別: 本文
    2011 年 22 巻 p. 153-168
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study examines the test-taking processes of the Lexical Organisation Test (LOT; Mochizuki, 2006) by comparing it with the Word Associates Test (WAT; Read, 1998) using the verbal protocol analysis. The study obtained think-aloud protocols on the LOT and WAT from eight test-takers (all either university students or teachers) and classified the protocols according to a coding scheme. The results indicated that the test-takers drew more comparisons between multiple word links on the LOT than they did on the WAT, demonstrating that they compared the strengths of multiple word combinations more often on the LOT. This finding can be considered to provide positive validity evidence for the LOT, since it corresponds to what the test developer intended. Thus, the present study contributes to the validity argument of the LOT by providing a new piece of validity evidence in terms of the substantive aspect (Messick, 1989, 1996).
  • 北村 まゆみ
    原稿種別: 本文
    2011 年 22 巻 p. 169-184
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this paper is to examine whether errors affect the quality of essay writing by Japanese EFL university students. Using a decision tree analysis, a total of 134 essays on two topics from a corpus written by Japanese university students were selected and analyzed. The results showed that the ratio of errors per word was not an influential predictor affecting writing quality in essays on the topic "school education," whereas it was a predictor of essay scores in the case of the other topic, "money." Our qualitative analysis also revealed that students at the Middle level produced sentence fragments and even learners at the High level made frequent errors in subject-verb agreements. These results suggest that errors have some influence on essay evaluation.
  • 香林 綾子
    原稿種別: 本文
    2011 年 22 巻 p. 185-200
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study aims to investigate how frequently English teachers conduct metacognitive instruction techniques in Japanese university EFL classrooms and to reveal how important they consider them. The study was composed of two studies: The preliminary study explored metacognitive instruction techniques for the construction of the questionnaire used in the current study. The participants in the preliminary study and the present study were 20 and 37 English teachers who teach/have taught oral communication in Japanese universities, respectively. Results of the questionnaire indicate that the metacognitive instruction techniques are not considered to be very important and are rather underutilised. Explanations for the results are drawn from interview data and are discussed by describing key issues. Some suggestions for further studies and pedagogical implications for metacognitive instruction are provided.
  • 長 加奈子, 川瀬 義清
    原稿種別: 本文
    2011 年 22 巻 p. 201-215
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This paper investigates the effectiveness of a cognitive linguistic approach to teaching countable and uncountable English nouns to Japanese learners of English in a classroom setting. For this study, a new teaching method and a worksheet were carefully developed for use in classroom teaching at junior and senior high school levels. Our first study investigated whether the cognitive approach led to significant gains in learning and showed that the students successfully learned the differences between countable and uncountable English nouns through a new teaching method based on the theory of Cognitive Linguistics. A second study was conducted to determine whether the new method was applicable from the teacher's point of view. This new approach was introduced to junior and senior high school teachers during a teacher-training course required for the renewal of a teaching license, and all the teachers who participated in the course were confident that they could teach countable and uncountable nouns without difficulties using this new teaching approach. Based on the results of these two studies, this paper argues that the cognitive linguistic approach to teaching countable and uncountable English nouns is more effective than traditional approaches and that the new approach is practical for administering to junior and senior high school students in Japan.
  • 太山 陽子
    原稿種別: 本文
    2011 年 22 巻 p. 217-232
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    Teachers' self-efficacy is called teacher efficacy and has proved to be powerfully related to many educational outcomes such as students' achievement and motivation, as well as teachers' enthusiasm and commitment to teaching. This study investigated what factor influences teacher efficacy among English teachers in Japan. One hundred and eighty-nine English teachers responded to the questionnaire which consisted of five scales: teacher efficacy scale, teachers' English proficiency scale, collegiality scale, teacher development scale (which consisted of five subscales: academic development, English proficiency training, reflective practice, development perception, and reality adaptation), and teacher belief scale (which consisted of four subscales: learner-centered communication, ideal acquisition, human education, and limitation). The results showed that teachers' English proficiency had the strongest impact on teacher efficacy. Teachers' adaptation to the actual school circumstances and reflective practice also demonstrated relationships with teacher efficacy. Results also indicated that teachers' belief in learner-centered and communicative teaching had a negative impact on teacher efficacy.
  • 佐久間 康之
    原稿種別: 本文
    2011 年 22 巻 p. 233-248
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This study used a working memory (WM) model to investigate the impact of activities designed to enhance the abilities of Japanese elementary school students to listen to communications in English, increase their verbal short-term memories (STM) for Japanese and English, and further develop their attentional and selective-attentional abilities (automaticity) in response to Japanese and English. The main results were as follows. (1) Attentional abilities and verbal STM capacities in the first language (L1) were superior to those in the foreign language, English (EFL). (2) Attentional abilities and verbal STM capacities were better as a function of higher grade levels, with the exception of the verbal STM capacities of sixth-graders. (3) Data on automaticity was inconsistent and was not superior for L1 or in higher grades. (4) The ability to listen increased as a function of grade. (5) Different factors predicted the listening abilities of students in different grades in that L1 STM capacity was predictive for first-graders, L1 automaticity and EFL STM capacity were predictive for second-graders, and L1 STM capacity and EFL automaticity were predictive for fourth- and fifth-graders. Overall, the results suggest that the methods used to teach FL should incorporate differences in the cognitive developmental levels of different grades as well as individual differences in WM functioning within each grade.
  • 甲斐 あかり
    原稿種別: 本文
    2011 年 22 巻 p. 249-264
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    For many years, language researchers have been using retelling (free oral retelling) and recall (free written recall) tasks as both measures of reading comprehension and teaching aids. However, no research has yet directly compared these two tasks and some studies have just mixed the two tasks. The purpose of this study is to reveal both commonalities and differences between these two tasks. Attempts were made to examine (a) whether or not the quality and quantity of information reproduced differ between the two tasks, (b) which task facilitates reading comprehension more, and (c) how the two tasks influence readers' metacomprehension. The results for 69 undergraduate students showed that the quality and quantity of information produced by these two tasks did not differ, indicating that the levels of task difficulty were identical; in addition, they indicated that retelling facilitated reading comprehension more than recall. Furthermore, an investigation using a questionnaire revealed that retelling prompted readers to use more various strategies than recall. The reconstruction process as well as the various strategies that were used in the retelling condition is considered as the reason for the gains in deeper understanding. The empirical evidence supports the claim that retelling should be used as a teaching aid and recall as a measure of comprehension.
  • 清水 遥
    原稿種別: 本文
    2011 年 22 巻 p. 265-280
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    Although recall tasks have been widely used in many studies, there have been few attempts to examine the effect of a retrieval cue on recall production. In the present study, the effect of inferential cues on EFL learners' recall production was investigated. In the experiment, two types of sentences (i.e., explicit and implicit) were prepared and 129 Japanese university students read them, and then recalled the information using a cue. The results showed that proficient readers recalled significantly more information than less proficient readers, suggesting that the effect of inferential cues was influenced by EFL learners' L2 proficiency. In addition, the effect of the inferential cues varied according to the language of the cues (i.e., L1 or L2). That is, when the implicit cue was presented in the learners' native language (Japanese), its effect was almost the same as the effect of the explicit cue. On the other hand, when the implicit cue was presented in L2 (English), its effect was weaker than that of the explicit cue. Moreover, qualitative analysis was conducted from the perspective of the semantic relatedness of sentences. These results suggested that the function of inferential cues was influenced by complex factors such as EFL learners' L2 reading proficiency, the language of cues, and text contexts.
  • 田村 不二美
    原稿種別: 本文
    2011 年 22 巻 p. 281-296
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The present study investigates the relationship between vocabulary size and writing. This study employed 240 university students. Mochizuki's VST (1998) is used for examining the vocabulary size, and the writings are evaluated using the EFL Composition Profile (Nakanishi, 2006). The results indicate that the relationship between vocabulary size and writing scores can group learners into three categories: (1) 2500 and under vocabulary size; (2) 2501 to 4500 vocabulary size; and (3) 4501 and over vocabulary size. Students in category (1) get low scores in language use and mechanics in general, which means they lack accuracy with grammar and vocabulary in writing. Students in category (2) are in the gray zone where scores depend on the individual. Students in category (3) improve significantly in their writing scores for every item compared to learners whose vocabulary size is 4001 to 4500.
  • 三浦 隆行
    原稿種別: 本文
    2011 年 22 巻 p. 297-312
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    A controlled-attention view of working memory capacity (WMC) in the bilingualism literature has demonstrated that being bilinguals is advantageous for them to focus on relevant speech and effectively suppress irrelevant one. This paper presents results from a psycholinguistic study on the experimental notion of 'sustainability of listening comprehension (SLC)' among bilinguals, which exposits their ability to sustain their listening comprehension when they need to switch between the two languages and inhibit an interfering option. A new experimental paradigm where bilinguals listen to two languages binaurally and what they hear are semantically re/unrelated, called a 'bilingual dichotic listening task,' was developed and administered to investigate the SLC with regard to WMC, L2 proficiency, language laterality, age of acquisition, length of learning, length of stay and amount of exposure to each language. The results from twenty-five participants showed that comprehension in both languages was sustained through semantic and language interferences. Higher WMC indicated a significant contribution to better comprehension. WMC seems to play an important role in maintaining attention to one of the two familiar languages while inhibiting re/irrelevant information in the same or other language and in sustaining listening comprehension in the attended language.
  • 濱田 彰
    原稿種別: 本文
    2011 年 22 巻 p. 313-328
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this study is to investigate the factors in lexical inferencing (learner strategies and learning conditions) that affect the acquisition of vocabulary knowledge depth for Japanese EFL learners. Sixty participants attempted to infer the meaning of 12 target words in the three learning conditions: the target word only, one sentence, and two sentences. They then performed a word association task with the target words. The results show that second language (L2) learners acquired the following: (a) the paradigmatic network between known and unknown words through lexical inferencing with word knowledge, (b) the syntagmatic network with their background knowledge, and (c) both networks with word and background knowledge. In addition, they seemed to acquire the syntagmatic and associated networks through guessing the meanings of the target words in the two-sentence condition more effectively than those in the one-sentence condition, but this learning condition did not affect the acquisition of the paradigmatic network. Based on these findings, this paper discusses effective incidental vocabulary learning in terms of pedagogical implications.
  • 藤田 卓郎
    原稿種別: 本文
    2011 年 22 巻 p. 329-344
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    When conducting speaking tasks in the classroom, planning time is widely employed as a tool for easing the cognitive load of the tasks, and many researchers have examined its influence on learners' oral performance. These studies generally indicate that pre-task planning contributes to promoting fluency and complexity, whereas on-line planning contributes to promoting accuracy in their performances. However, since previous studies compared learners' production which had involved planning time with that which had not, in short-term, it is uncertain whether to continue speaking tasks with planning time will lead to the improvement of learners' spontaneous oral performance. To address this question, this study focused on the effects of planning time on acquisition. 24 first-year technical college students conducted two kinds of tasks: story-telling tasks and narrative tasks. Their performances were analyzed in terms of fluency, syntactic complexity, lexical complexity and accuracy. The results indicate that learners who practice speaking tasks with pre-task planning outperformed those who continue the speaking tasks with no planning in terms of fluency and accuracy in their spontaneous oral performance. As for on-line planning, no clear effect was found on spontaneous performance.
  • 今野 勝幸
    原稿種別: 本文
    2011 年 22 巻 p. 345-360
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The concept of L2 Selves has been a prominent topic in the L2 motivation research field and the preceding studies have shown the utility and applicability of the construct. However, the following two relationships have not yet been revealed: associations between the Ideal and Ought-to L2 Selves; and relationships between these L2 Selves and L2 experiences. The former attribute to less attention on the Ought-to L2 Self and how L2 Selves affect L2 learning. The latter refer to limited attention on L2 Selves in EFL classrooms, and examining the links between L2 selves and intrinsic/extrinsic motivation may be helpful. Thus, the present study examined the interrelations among L2 Selves, motivation and L2 learning behavior by using cluster analysis. The study administered a questionnaire to 147 Japanese college EFL learners. The result showed that motivated behavior may occur when both L2 Selves are highly balanced, and extrinsic motivation may play a crucial role in L2 Selves. The study concluded that positive sides of extrinsic motivational attributes should not be overlooked.
  • 飯村 英樹
    原稿種別: 本文
    2011 年 22 巻 p. 361-376
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    This paper presents an analysis of whether performance in multiple-choice (MC) listening tests is influenced by the way in which questions and options are presented. We developed four test formats and analyzed the performance of our study participants-219 Japanese university students-having taken different formats of the tests. The results of the study demonstrated that the way in which questions were presented significantly affected test-taker performance-listeners performed better when questions were presented in writing rather than verbally. The second part of this study examined which characteristics of a test item (text, question, and options) were related to item difficulty in the context of our different test formats. Our results indicated that text-related variables (infrequent vocabulary, lexical diversity, word familiarity, grammatical complexity, text length, and speaker's role) were significantly correlated with item difficulty regardless of which test format was used and that task-processing variables (explicitness of question, necessary information, and lexical overlap between text and questions) were significantly correlated with specific formats. The implications of these findings on test validity are discussed.
  • 嶋田 和成
    原稿種別: 本文
    2011 年 22 巻 p. 377-392
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The present study investigates the use of discourse markers by Japanese learners of English and native English speakers. In order to detect quantitative differences in the distribution of pragmatic devices between non-native and native speakers, the present analysis is based on multiple comparisons of three corpora: a spoken corpus of Japanese learners of English, and the adult and child speech data of native English speakers. Results of this study suggest that the diversity and quantity of markers in speech increase as Japanese learners' proficiency improves, and that, in particular, learners' language development has an effect on the frequency of markers such as you know and well, which are used on an interpersonal level. Similarly, with increasing age, native speakers are found to use a wider variety of markers on interpersonal and cognitive levels. However, the results also indicate that there is a substantial discrepancy in the distribution and development of discourse markers between Japanese learners and native speakers of English. Overall, Japanese learners are found to use discourse markers less frequently than native children and adults, but they tend to overuse certain markers such as so and OK/okay. Some features of the development of discourse markers are discussed through these results.
  • 長橋 雅俊
    原稿種別: 本文
    2011 年 22 巻 p. 393-408
    発行日: 2011/03/31
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this study was to clarify whether word-processing could change learners' L2 writing processes and improve their products over a three-month period instruction. A total of 36 first-year students enrolled at the University of Tsukuba participated in the current educational program. We worked in a computer-assisted language learning (CALL) environment that presented several key exercises: typing trainings, text reproductions, and review sessions for student essays. For the analyses of learning effectiveness, a total of three computer-based (CB) and one paper-based (PB) writing sessions were held. The results demonstrated that the planning time in each later CB session was foreshortened compared to the pre-training session; therefore, the students' writing strategy became more efficient in term of preparation. Upon comparing CB essays, the length and evaluation scores in the later sessions were statistically higher than scores from the earlier sessions. On the other hand, although the mean score of the last CB essays was marginally higher than one of the PB essays, no significant difference was confirmed between those ratings. Hence, the learning effects from the current instruction and the training in typing and text reproducing were also positively transferred to the traditional writing mode.
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