Since the Output Hypothesis was first proposed by Swain (1985), roles of output in second language learning have been focused on. Although the roles of input in second language acquisition should not be minimized, we have to pay more attention to the roles of output as a facilitator for second language learning. Output spurs language development. Moreover, collaborative work by two learners began to receive attention, because language use and language learning co-occur in collaborative dialogue (Swain. 2000). In this study I examined how effective output and collaborative work were in second language learning. In order to promote learner's output and to examine collaborative dialogue, two dictogloss tasks were used in this study. Dictogloss is a collaborative listening task performed by two people and is a kind of communicative task. I collected data and observed learners' cognitive processes within their dialogues. Learners' monologues and collaborative dialogues were transcribed, analyzed, categorized and interpreted. Evidence of noticing, testing hypothesis, and problem solving strategies were found within learners' metatalk. The result showed that problem solving performed by two learners had more correct answers than that performed by one learner. And more noticing occurred to learners in collaborative work than those in individual work. Furthermore, it was proved that collaboration causes some changes to their interlanguage knowledge.

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[in Japanese]

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[in Japanese]

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A number of language teachers have long recognized the value of employing songs in the classroom. In spite of the widespread use of music in the classroom, however, songs are often used just as a break from study. This paper is an attempt to analyze the reasons behind the current situation surrounding the use of songs in the classroom. The results indicate two factors which seem to hinder the educational use of songs: doubts over practicability and the excessive dependence on songs (i.e., use of songs as the only content matter of instruction), often seen in many studies and textbooks. In order to help rectify the situation, a song-based textbook was developed with its focus on relating song-based tasks to reading tasks, which in turn were aimed at enhancing students' intercultural understanding. Its theoretical basis is discussed here, and implications for other song-based materials are presented in the conclusion.

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