著者

板垣 信哉 杉山 恵 久保田 佳克

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.14, pp.31-40, 2003-03

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This paper reports the results of analyses of learner metatalk about Japanese language, English language, and English grammar while attempting to perform two types of "output-oriented" grammar exercises. Subjects were asked to write down their "retrospective reports" on how they performed the exercises. The data was then analyzed on the basis of the theoretical framework of the Output Hypothesis (Swain, 1985, 1998). It was found that the type and amount of metatalk were largely dependent on the type of grammar exercises and the English proficiency level of subjects. The results are also discussed in reference to grammar teaching as well as the three language learning functions of output; "noticing," "hypothesis-testing," and "metatalk."