著者

鈴木 渉

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.20, pp.81-90, 2009

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When second language (L2) learners produce and comprehend their target language, they are engaged in languaging, "a dynamic, never-ending process of using language to make meaning" (Swain, 2006, p. 96). According to Swain (2006), languaging is a major source of L2 learning. This paper investigates whether individuals learn an L2 more effectively when they language in response to written feedback that they receive than when they do not. I report the data from 24 students who engaged in a three-stage writing task: (1) writing a draft, (2) languaging about specific linguistic errors corrected in the draft, and (3) revising the draft. The average number of linguistic errors significantly decreased from the draft to its revision. Similarly, if an error was explained, it was more likely to be changed, whereas if an error was not explained, it was less likely to be changed. These findings suggest that languaging may have improved L2 writing accuracy. I point out several limitations of this study and conclude this paper by suggesting the need for further studies to examine the role of languaging in L2 learning.