著者

小菅 敦子

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.20, pp.25-36, 2006-03-01 (Released:2017-07-14)

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The purpose of this study is to investigate the developmental features of errors in spoken performance by Japanese EFL junior high school students. The subjects are the same as in Kosuge (2003, 2004), that is, 90 Japanese junior high school students. None of the students have spent more than a month in a foreign country. The students were categorized into three groups of 30 each, according to their English results in the second term of the ninth grade. The spoken data was collected from six face-to-face interviews which were conducted by an ALT from the third term of the seventh grade to the second term of the ninth grade. Grammatical errors in the data were identified and corrected by a second ALT. 'The error rate (error AS-units per AS-unit)' and 'the means of the number of errors' were used to analyze the data. Also each error was categorized to examine what type of error occured. The error rate and the number of errors decreased the most in the first term of the ninth grade. Many errors in articles, prepositions, pronouns, noun plural forms, and the tense were found in the data.

著者

藤森 千尋

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.18, pp.41-52, 2004-03-01 (Released:2017-07-14)

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In recent years, three indicators of language proficiency accuracy, fluency and complexity have been receiving great attention in analyzing speech production. However, there are a number of different statistical procedures used in examining each indicator. What methods should be used is an important issue especially when we have cross-sectional research. This paper addresses several problems of the measures for accuracy, fluency and complexity used in previous studies on planning and task type and in a past study held in 2002. In addition, it offers possible measures that we could employ in future research and in classroom language observation.

著者

大井 恭子 田畑 光義

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.22, pp.81-91, 2008-03-01

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The present action research is a unique attempt in that junior high school students performed a storytelling in English for elementary school children. This practical-minded research asked three questions: (a) What kinds of activities are possible for junior high school students in preparation for the storytelling performance, which would integrate four English skills? (b) How much can elementary school children understand of the story told to them? (c) What is the significance of storytelling activities for both elementary school children and junior high school students? Twelve ninth graders participated and performed for fourth graders. The ninth graders went through various activities in order to prepare for the storytelling performance, which required four skills in English. The degree of comprehension on the part of the elementary school children was measured after the performance. As a result, it was proved that children have a capacity to understand a story even though they do not know every individual word used in the story. In the preparation stage, the junior high school students enjoyed expressing their ideas, discussing them with their peers, and collaborating with each other; in other words, they enjoyed being in a "learning community," which was clearly reflected in their reflection sheets. Also they learned how to rewrite a story on their own based on the original, with the audience in mind. In conclusion, storytelling is an effective activity in terms of language learning, building confidence in students, and creating a learning community in school.

著者

小泉 利恵 栗嵜 逸美

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.16, pp.17-28, 2002-03-01 (Released:2017-07-14)

被引用文献数

1

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As a basis for constructing the empirically derived, binary-choice, boundary-definition scales (EBB scales; Turner & Upshur, 1996), this paper examined the characteristics of speech from 80 Japanese junior high school students. Utterances from two monologue tasks were transcribed and analyzed by utilizing 33 objective measures. The results indicated a lack of vocabulary, complex sentence structures, and cohesive devices, as well as scarcity of errors and the inability to give a proper greeting or leave-taking during the self-introduction. Differences also existed between high and low groups in vocabulary, accuracy, fluency, and task achievement. Moderate and strong relationships were found between vocabulary, task achievement, and accuracy, as well as between speaking time and fluency. Speaking ability correlated highly or moderately with vocabulary, task achievement, and accuracy. Errors were produced more as speaking ability increased.

著者

小泉 利恵 山内 逸美

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.17, pp.33-44, 2003-03-01 (Released:2017-07-14)

被引用文献数

1

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This study examined how 71 Japanese junior high school students developed their speaking ability over a span of five months. A planned monologue was elicited that required the students to introduce themselves for one minute in English. Utterances from the task were transcribed and analyzed utilizing 1 1 measures that assess vocabulary, fluency, accuracy, and complexity, among others. The results indicated that overall the students significantly improved their vocabulary (the number of pruned tokens and types) and fluency (the number of words per minute). Those who had had higher vocabulary ability expanded the number of words that they used significantly, leading to more T-units, longer speech, and higher EBB scale scores (Koizumi & Kurizaki, 2002a) than those with lower vocabulary ability. Students with lower grammar ability improved their fluency (the ratio of repetitive words) and spoke for a significantly shorter amount of time. Those who had had lower speaking ability expanded their vocabulary (pruned tokens) and fluency (words per minute) significantly, producing more T-units and higher EBB scale scores. In contrast, those with higher speaking ability increased the complexity of their speech (the ratio of subordinating conjunctions) but gained significantly lower EBB scale scores.

著者

Atsuko KOSUGE

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.18, pp.89-97, 2004-03-01 (Released:2017-07-14)

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The purpose of this study is to investigate the developmental features of pauses in spoken performance by Japanese EFL junior high school students. The subjects were 90 Japanese junior high school students who had never been in a foreign country for more than one month. According to their English results in the second term of the ninth grade, they were categorized into three groups: the higher group (N=30), the middle group (N=30), and the lower group (N=30). The spoken data was collected from their six interviews by AET from the third term of the seventh grade to the second term of the ninth grade. The number of unfilled pauses, native-like filled pauses, Japanese filled pauses, and all the pauses were calculated respectively. One-way analysis of variance (ANOVA) with repeated measures was conducted in each group. The subjects and the material are the same as that of Kosuge (2003). The number of unfilled pauses and the number of Japanese pauses seemed to decrease as a whole. Only the number of native-like pauses increased. Consequently the number of all the pauses did not change a lot. Some of the subjects seemed to utter more native-like fillers as they spoke more fluently.

著者

Hiroshi OTA

出版者

Kantokoshinetsu Association of Teachers of English

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.17, pp.65-76, 2003-03-01 (Released:2017-07-14)

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The purpose of this study is to identify oral language development of 101 Japanese junior high school learners from the viewpoints of grammatical development at both the sentence level and the discourse level. (WH interrogatives, pronouns, and conjunctions were selected for analysis) The spoken data that were recorded for each student from November of the 1st year to March of the 2nd year were used for this study. The data consists of one-to-one interviews with an assistant language teacher. Some changes or developments can be observed from July to November of their 2nd year. The following were some features: accuracy rate of WH interrogatives, proportion of formulaic speech to the total number of WH interrogatives, the number of learners who used the subjective, possessive, and objective case pronouns correctly, and the number of learners who used the conjunctions 'when', 'because', 'so', 'but, and 'and'.

著者

瀧口 均

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.18, pp.1-13, 2004-03-01 (Released:2017-07-14)

被引用文献数

1

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In this paper I would like to reexamine the result of a previous longitudinal study of the development of speaking skills among Japanese EFL junior high school students. The main purpose of this follow-up study is to prove the core finding of the original to be in agreement with the other cases. The core finding of the original is that in the former period of speaking development, fluency ("speech rate") was ameliorated, whereas in the latter period, only syntactic complexity was improved. This study is a cross-sectional study whose participants consist of 16-7th year students, 16-8th year students, 16-9th year students and 10 adult native Australian speakers. Unlike our hypothesis, the results indicated that "speech rate" had been being improved from early stage (7th year students) to native speakers'. In addition to that, in the middle of the development, the change of syntactic complexity proved to be accompanied. It seems reasonable to conclude that participants would make a change of their spontaneous utterances on the basis of largely "memory-based" into mainly "rule-based" utterances.

著者

小林 雄一郎

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.23, pp.11-21, 2009

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The purpose of this paper is a corpus-based error analysis of a subordinator "because," using two kinds of electronic learner corpora: The Japanese EFL Learner (JEFLL) Corpus and the Japanese component of the International Corpus of Learner English (ICLE-JP). The former is a collection of argumentative and narrative essays by Japanese junior high school and senior high school students, and the latter is a collection of argumentative essays by Japanese college students. The analyses were made exploring the following three questions: (1) How is "because" distributed according to academic years? (2) How are sentence-fragments with "because" distributed according to academic years? (3) What are causes of learners' misuse of "because"? The following results were obtained: (1) Frequency of "because" was in inverse proportion to academic years. (2) Most of "because" in the sentence-initial position brought sentence-fragments which lack its principal clauses. (3) The misuse of "because" may be caused by L1 transfer, the confusion of spoken and written English, and the influence of junior high school textbooks.