This study, conducted with 34 learners of basic Japanese, investigates the effects of pragmatic consciousness-raising (PCR) activities on the acquisition of linguistic content which learners had previously studied but were not yet using in a grammatically accurate or pragmatically appropriate manner. PCR is an inductive approach to developing awareness about how language forms are used appropriately in context. In addition, the present study investigated whether superior results were produced with or without the availability of meta-linguistic information provided through discussion alongside with PCR activities. The target structure was Japanese benefactive construction tekureru, and acquisition of the form was measured through comprehension and production tests. Pre-post design was used to investigate the short- and long-term effects of instruction. Results indicated there was no statistically significant difference between the two experimental groups and the control group in the comprehension test. However, the two experimental groups performed significantly better than the control group in the immediate post production tests. Further, the analysis of results implied that PCR accompanied with discussion is more effective than conducting PCR activities alone.

This paper introduces the approaches researchers have taken when analyzing the practical application of narrative evaluation (Labov & Waletzky, 1967), and discusses the strengths and weaknesses of their analyses. In addition, second language learners' practical application of narrative evaluation is unclear. As such, this was also analysed. Narrative evaluation indicates the attitude of the narrator towards the narrative (Labov, 1972), therefore it is an essential part of the overall narrative. However, when producing narrative discourse, second language learners find it difficult to use it appropriately to meet the cultural expectations of native speakers (Kang, 2003). Moreover, previous research on the practical application of narrative evaluation is limited. Three influential factors in the analysis of narrative evaluation provided by previous research are covered in this review: the types of narratives, the classification of narrative evaluation, and the perspectives of the analysis. Recently, the types of narratives have become more diverse according to different purposes of the analysis (Minami, 2004). The classification of narrative evaluation and the perspectives of the analysis have placed greater emphasis on content (Shiro, 2003). In the context of second language studies, it is necessary to classify narrative evaluation based on its practical form in narrative and develop perspective relative to the function of narrative evaluation.