著者

伊藤 隆

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.23, pp.121-136, 2012-03

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This study examined the impact of EFL learners' proficiency differences on their CMC interaction in two types of tasks. First, 114 university students were divided into three pairs: the higher proficiency learner (H)-lower proficiency learner (L) pair, the H-H pairs, and the L-L pair. Each pair performed a symmetrical convergent task. Second, they were split into four pairs: the higher proficiency sender (HS)-lower proficiency receiver (LR) pair, the lower proficiency sender (LS)-higher proficiency receiver (HR) pair, the HS-HR pair, and the LS-LR pair. Each type of pair completed an asymmetrical convergent task. In the symmetrical convergent task, the L in the H-L pair generally surpassed the L in the L-L pair in fluency and adequacy. In the asymmetrical convergent task, the LR in the HS-LR pair generally surpassed the LR in the LS-LR pair in fluency.