著者

北村 まゆみ

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.22, pp.169-184, 2011

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The purpose of this paper is to examine whether errors affect the quality of essay writing by Japanese EFL university students. Using a decision tree analysis, a total of 134 essays on two topics from a corpus written by Japanese university students were selected and analyzed. The results showed that the ratio of errors per word was not an influential predictor affecting writing quality in essays on the topic "school education," whereas it was a predictor of essay scores in the case of the other topic, "money." Our qualitative analysis also revealed that students at the Middle level produced sentence fragments and even learners at the High level made frequent errors in subject-verb agreements. These results suggest that errors have some influence on essay evaluation.

著者

笠原 究

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.21, pp.91-100, 2010-03

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The purpose of the study is to investigate whether learning a two-word collocation is superior in retention and retrieval of meaning to learning a single word. The focus is on the effect of a two-word collocation consisting of a known word and a new word for learners, such as school janitor. This study employed 39 high school students. They were asked to remember the Japanese meanings of 20 low-frequency English words, half of which were turned into two-word collocations by attaching high-frequency cues. In short, they tried to remember the Japanese equivalents of 10 single words and 10 two-word collocations. Two types of recall test were conducted. Test 1 presented all the items as single words by removing the cues from the two-word collocations (without the cue condition). Test 2 presented all the items as they were on the list (with the cue condition). Both of the tests were given to the same participants just after the learning phase and one week later. The main results were: (a) two-word collocations showed better retention of meaning than single words and, (b) two-word collocations showed better results in the recall tests with cues in the retrieval phase, whereas the opposite results were obtained without cues in the retrieval phase. Some pedagogical implications were drawn from these findings.

著者

小泉 利恵 片桐 一彦

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.20, pp.51-60, 2009 (Released:2017-04-27)

被引用文献数

2

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The current study uses longitudinal and cross-sectional research designs to explore how the speaking performance of senior high school students changes between the first and third years of an English Course at a Super English Language High School (SELHi). Thirty-nine students took a picture description speaking test three times, and their performance was analyzed longitudinally. In addition, 118 students across three school years took the test once, and three groups of students in each year were compared cross-sectionally. Analyses of their production indicate improvement in fluency first and in accuracy later. Comparisons with previous studies show that fluency development tends to be commonly seen, whereas changes in accuracy seem to depend on context. Implications and future studies are also discussed in this paper.

著者

江口 朗子 杉浦 正利

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.26, pp.157-172, 2015-03-31 (Released:2017-04-20)

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The main purpose of this study is to examine a refined method of analysis to elucidate the process of grammatical morpheme acquisition. For decades, the majority of "morpheme order studies" have applied the accuracy-based group score method (GSM) following Dulay and Burt (1973), despite its two potential methodological weaknesses: ignoring oversuppliance and neglecting L2 proficiency. However, the two potential weaknesses have not been empirically tested to a sufficient extent. Therefore, it is still unclear whether the GSM explains the morpheme acquisition process for EFL learners. Through a corpus-based investigation of verbal morphemes in 60 essays written by Japanese university students, two major results were obtained. First, the accuracy orders in general did not change regardless of whether oversuppliance was included. Second, the accuracy orders, however, differed considerably when taking both oversuppliance and L2 proficiency into account. Additionally, it was found that this was especially due to the frequent overuse of the third person -s by high proficiency learners, whose production was significantly more complex than lower proficiency learners. The findings suggest that syntactic complexity could affect accuracy development. Therefore, not only accuracy but also complexity should be taken into consideration in discussion of the acquisition of grammatical morphemes.

著者

長 加奈子 川瀬 義清

出版者

全国英語教育学会 紀要編集委員会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.22, pp.201-215, 2011-03-31 (Released:2017-04-27)

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This paper investigates the effectiveness of a cognitive linguistic approach to teaching countable and uncountable English nouns to Japanese learners of English in a classroom setting. For this study, a new teaching method and a worksheet were carefully developed for use in classroom teaching at junior and senior high school levels. Our first study investigated whether the cognitive approach led to significant gains in learning and showed that the students successfully learned the differences between countable and uncountable English nouns through a new teaching method based on the theory of Cognitive Linguistics. A second study was conducted to determine whether the new method was applicable from the teacher's point of view. This new approach was introduced to junior and senior high school teachers during a teacher-training course required for the renewal of a teaching license, and all the teachers who participated in the course were confident that they could teach countable and uncountable nouns without difficulties using this new teaching approach. Based on the results of these two studies, this paper argues that the cognitive linguistic approach to teaching countable and uncountable English nouns is more effective than traditional approaches and that the new approach is practical for administering to junior and senior high school students in Japan.

著者

深澤 清治 前田 啓朗 鬼田 崇作 山内 優佳 辰己 明子

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.26, pp.125-140, 2015-03-31

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The purpose of the present research is to examine how quickly and accurately Japanese English as a foreign language (EFL) learners can make appropriateness judgments for second language (L2) requests. Previous studies in interlanguage pragmatics are limited in that they did not distinguish between types of pragmatic inappropriateness and also in that they used only offline measurement through questionnaires. The present study therefore distinguishes two types of pragmatic inappropriateness in L2 utterances (under-polite and over-polite) and measures the reaction time of learners' appropriateness judgments. The participants were 45 Japanese university students; they were asked to judge whether the presented L2 requests were appropriate or not in the situation, as quickly and accurately as possible. Six appropriate requests, five under-polite requests, and five over-polite requests were judged. Further, the degree of inappropriateness in under- and over-polite requests was manipulated from slightly inappropriate to very inappropriate. As a result, it was found that speed and accuracy of appropriateness judgments depend on the degree of (in)appropriateness of requests. In particular, extremely over-polite utterances were difficult for L2 learners to process.

著者

飯村 英樹

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.22, pp.361-376, 2011-03-31

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This paper presents an analysis of whether performance in multiple-choice (MC) listening tests is influenced by the way in which questions and options are presented. We developed four test formats and analyzed the performance of our study participants-219 Japanese university students-having taken different formats of the tests. The results of the study demonstrated that the way in which questions were presented significantly affected test-taker performance-listeners performed better when questions were presented in writing rather than verbally. The second part of this study examined which characteristics of a test item (text, question, and options) were related to item difficulty in the context of our different test formats. Our results indicated that text-related variables (infrequent vocabulary, lexical diversity, word familiarity, grammatical complexity, text length, and speaker's role) were significantly correlated with item difficulty regardless of which test format was used and that task-processing variables (explicitness of question, necessary information, and lexical overlap between text and questions) were significantly correlated with specific formats. The implications of these findings on test validity are discussed.

著者

赤松 信彦 田中 貴子

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.19, pp.81-90, 2008-03

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This study examined Japanese university students' knowledge of English articles. Specifically, the study investigated (a) Japanese university students' knowledge (i.e., accuracy) in their usage of English articles, (b) their meta-cognitive knowledge (i.e., confidence) in their usage of English articles, (c) the relationships between accuracy and confidence, and (d) the relationships between English proficiency and accuracy. Results showed that Japanese university students' knowledge varied in accuracy among the three types of articles: definite, indefinite, and no articles. Definite-articles were most properly used, while the accuracy in the usage of no articles was the lowest. It was also found that accuracy in the use of English articles was correlated with English proficiency and confidence. These results appear to suggest that (a) Japanese university students with higher English proficiency had more accurate knowledge in their usage of English articles, and (b) they used English articles with accurate meta-cognitive knowledge to a certain extent.

著者

草薙 邦広 山下 淳子

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.24, pp.205-220, 2013-03-31

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The present study investigated effects of agreement type and morphosyntactic regularity on L1-Japanese learners' acquisition of explicit and implicit grammatical knowledge of the English plural morpheme. We adopted a timed grammaticality judgment task (TGJT) to measure implicit knowledge and an untimed grammaticality judgment task (GJT) for explicit knowledge in order to observe differences between learning difficulties in each type of knowledge. Twenty six participants completed the two tasks, and the scores were submitted to a three-way ANOVA (task types, agreement types, and morphosyntactic regularity). Only the main effect of morphological regularity was statistically significant in TGJT, while the interaction between agreement type and morphosyntactic regularity was observed in GJT. This result indicated that the two linguistic factors affect the acquisition of explicit and implicit knowledge in different ways.

著者

吉村 雅仁 後藤 美知子

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.6, pp.111-121, 1995-07

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This paper reports the results of an investigation into the intonational influence on politeness judgements of requesting forms in English and Japanese through a questionnaire survey. The result confirmed the hypotheses which were presented in our last article that (1) intonation has a greater influence on politeness judgements in English than in Japanese and (2) the rising tone has a tendency to be perceived as more polite than the falling tone in English, but such a tendency is not observed in Japanese. Moreover, the uniformity of the informant-group enabled us to demonstrate the relative tendency of English male/female and elder/younger group concerning the perception of intonation. The female and the younger group tended to distinguish between the rising and falling tones more clearly than the opposite group in informal situations. This tendency was not found in the Japanese group.

著者

廣森 友人

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.20, pp.281-290, 2009-03

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The English Education Center at Ehime University has been carrying out a series of studies in order to establish achievement goals and standards for evaluating achievement in General Education English classes. Based on preliminary questionnaires given to instructors and students, we have created tentative "Can-Do Lists" (benchmarks for evaluating English language proficiency) for four language skills. This paper, focusing especially on the benchmark of the writing skill, reports the current attempt to elaborate and validate the "Can-Do Lists", and suggests some effective ways to make good use of them. Although there has conventionally been a strong need for learning support that is based on achievement goals, this paper takes a specific perspective that provides effective guidance for that purpose.

著者

村尾 玲美

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.15, pp.1-10, 2004

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Numbers of studies on language transfer have been done at phonological, morphological, and syntactic levels, but there is relatively little research done in the area of lexico-semantic where L1 influence is considered to be the most persistent and pervasive. The present study focuses on semantic transfer of verb + noun collocation by intermediate and advanced level Japanese learners of English. Attempts are made to examine (a) whether or not learners at different proficiency levels differ in their performance of language transfer in the domain of lexical collocation, and (b) what the possibilities are that make certain collocates more transferable over other collocates. The results of the Acceptability Judgment Test performed by three different proficiency groups show that even learners at the highest level have difficulty in correctly accepting and rejecting the easy verb collocations that do not have the same patterns in their L1. The findings suggest the importance of negative evidence and the effects of the contrastive approach to teaching collocation in order to develop learners' language proficiency one step further.

著者

藤田 卓郎

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.28, pp.335-348, 2017-03-31 (Released:2018-04-10)

参考文献数

11

被引用文献数

1

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This study reports an action research aimed at alleviating learners' unwillingness to communicate in English and at enhancing their oral performance in the same. Targeting seven low-proficient learners, two cycles of action research were conducted. In each cycle, two communicative activities were carried out using a variety of scaffolding based on the framework of task-based language teaching. Learners' affective changes were examined both qualitatively and quantitatively, and the changes in their oral performance were measured quantitatively. The result revealed that learners' unwillingness to communicate reduced slightly and their oral performance improved in terms of fluency and syntactic complexity. Apart from the product of the action research, this study also shows the details of the events that occurred in each research cycle and the teacher's interpretation of these events. Based on the product and process of this action research, the study reflects on how the teacher's perspective of teaching English underwent a change.

著者

小林 翔

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.32, pp.161-176, 2021-03-31 (Released:2022-04-01)

参考文献数

36

被引用文献数

1

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English has been recognized as a means of communication around the globe. However, students describing feelings of anxiety for speaking can be a common phenomenon owing to the lack of authentic situations to practice English. In this study, we examined the impact of an e-collaborative project using Information and Communication Technology (ICT) aimed at alleviating learners’ unwillingness to communicate in English. Two English-speaking programs were carried out using videoconferencing technology and an online video discussion platform that helps individual learner reflect and share the videoconferencing experience. A total of seventeen Japanese college students and thirteen Australian high school students participated in the study. Data were collected using a nine-item questionnaire before and after programs and free response item, and student reflections were analyzed using the co-occurrence network of words in the KH coder. Results showed that there was no statistically significant effect on reducing unwillingness to speak English, however, speaking anxiety statistically decreased. Additionally, it was observed that positive attitudes toward English changed after the intervention. These findings suggest that the e-collaborative project may have had an impact on decreasing speaking anxiety and enhancing motivation.

著者

村端 五郎 村端 佳子

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.27, pp.49-64, 2016 (Released:2017-04-05)

参考文献数

66

被引用文献数

1

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The aim of this paper is twofold: to elucidate theoretical and empirical underpinnings of the notion of linguistic multi-competence (LMC) of the second language (L2) user and to discuss its implications for English education in Japan. In the center of the LMC notion is the term ‘user,’ which was first used to avoid a negative connotation inherent in the term ‘learner’ as a deficient language speaker who is never able to attain a native-like proficiency in a L2. With a great impact of the LMC idea on applied linguistics and L2 learning and teaching, the term has been widely spreading, though slowly, among applied linguists and language teachers particularly in Europe and North America. As for the situation in Japan, however, the LMC idea itself or the L2 user concept has not yet attracted much attention. We begin by examining theoretical backgrounds of LMC. Next, we review some distinctive features of L2 users’ language and mind such as reverse transfer, hyper linguistic susceptibility, and cognitive restructuring to show how unique L2 users are. Finally, we discuss some pedagogical implications of LMC for English education with the solutions to current issues in Japanese English education in mind such as the role model for Japanese, L1 use and translation work in the classroom, the goals of English learning and teaching, and Japanese perception of themselves as English users.

著者

濱田 彰

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.24, pp.93-108, 2013-03-31 (Released:2017-04-24)

被引用文献数

1

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When L2 learners encounter unknown words in a text, they must narrow down the possible inferable meaning of those words based on contextual information. However, it remains uncertain how specific meaning is strongly inferred according to a context during reading. This study examined how the strength of contextual constraint affected the specificity of activated lexical inference and its activation level in a semantic relatedness judgment task with 52 Japanese undergraduates. Two kinds of contextual constraint were distinguished: those that strongly constrained the inferable meaning of unknown words and those that did not. The results showed the complicated effects of contextual constraint and L2 reading proficiency on lexical inference specificity and its activation level. Specifically, in the strong constraint context, high L2 proficiency learners strongly activated the specific meaning of target words, while low L2 proficiency learners could not narrow the possible meanings down to the specific ones during reading. In the weak constraint context, the general meaning of target words was strongly activated regardless of the learners' L2 reading proficiency. Together, these results suggest that teachers should understand the benefits of contextual constraint to the specificity of lexical inferences activated in reading comprehension for practical reading instructions.

著者

森田 光宏 内田 諭 高橋 有加

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.30, pp.129-143, 2019-03-31 (Released:2020-04-01)

参考文献数

35

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Morphological knowledge is essential for expanding vocabulary. Considering that textbooks are the main source of English-language exposure for leamers in Japan, it is important to know to what degree these leamers are exposed to affixes and affixed words therein. This study aims to show the number of types of affixes and affixed words contained in Japanese junior high school textbooks. By adding more affixes and allophones than previous studies, the results of this study indicated that both the types and tokens of prefixes and suffixes in the textbooks are limited, thus suggesting that textbooks alone may not be sufficient, and that other materials and/or explicit instructions are needed to improve learners' morphological knowledge. Junior high school English teachers may utilize the information provided by this study to decide which affixes should be used for explicit instruction. Some implications for teaching affixes are discussed.

著者

飯村 英樹 高波 幸代

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.27, pp.293-308, 2016 (Released:2017-04-05)

参考文献数

23

被引用文献数

1

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This study reports on how mimicking practice (MP) influences reading aloud and speaking performance. Thirty-eight Japanese university students who participated in this study were instructed to imitate a model reading for four weeks. Data for this study were collected via a pre- post-test design. Students' reading aloud performance was assessed in two ways: (a) how exactly they could imitate the model reading, and (b) how well they could read aloud a short dialogue and an expository text. Students' speaking performance, on the hand, was evaluated by a narration task in which they were asked to describe the events depicted in a series of pictures. The results demonstrated that students' reading aloud performance including mimicking skills was significantly improved in terms of fluency and prosodic features such as stress and intonation. The results also showed that the four-week MP could contribute to the development of fluency in speaking performance.

著者

福島 知津子 伊東 治己

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.20, pp.101-110, 2009 (Released:2017-04-27)

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The present paper focuses on concept mapping as a means to improve upper secondary school students' writing skills. First, the paper defines and specifies concept mapping and delineates its potential for Japanese upper secondary school students. Then the paper reports the results of the experiment in which concept mapping has been incorporated into the regular lessons of English writing at an upper secondary school. The effectiveness of concept mapping has been assessed by looking at the changes which have occurred in students' free compositions and the changes in the students' perceptions of writing. As far as the changes in the free compositions are concerned, the paper examines (1) the changes in the number of produced words and sentences, (2) the changes in the complexity of produced sentences, and (3) the changes in the contents of the free compositions. As for the changes in the students' perceptions of writing, the paper examines the results of the questionnaire administered at the end of the experiment.

著者

近藤 隆子 白畑 知彦 須田 孝司 小川 睦美 横田 秀樹

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.31, pp.81-96, 2020-03-31 (Released:2021-04-01)

参考文献数

15

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The present study investigates whether adult Japanese learners of English (JLEs) are able to use intransitive and transitive verbs in appropriate structures after a series of instructional sessions, and whether the effect of instruction can be observed with verbs which are not part of instruction. Second language learners have been reported to make errors concerning the structure of verbs. For instance, they tend to overpassivize some intransitive verbs (Hirakawa 1995, Zobl 1989) or use transitive verbs in the intransitive structure (Kondo 2014). In this study, we examine whether explicit instruction can be effective for JLEs to avoid the errors aforementioned, not only with verbs which are explained in instruction but also with those which are not. The results show that in general, the participants improved on their uses of intransitive and transitive verbs after receiving instruction, and interestingly the improvement was observed with both instructed and non-instructed verbs.