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

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

羽藤 由美

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要

巻号頁・発行日

vol.5, pp.31-40, 1994

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This paper examines 'cognitive demands' of tasks as a possible cause of interlanguage(IL) variability. It begins with the definition of cognitive demands, and goes on to investigate their influence on cognitive operations involved in speech production. It will be suggested that the level of cognitive demands may be one of the external determinants of the learner's variable use of linguistic knowledge. This paper then identifies and examines several elements of cognitive demands, while simultaneously seeking to establish an analytic frame for assessing pedagogic tasks in terms of these demands. Such aspects as the degree of abstractions which tasks require the learner to make, and the range of meanings which tasks allow the learner to express, will be discussed. Finally, this paper specifies the danger inherent in 'unrestrained' forms of task-based approaches to second language(L2) teaching, and then suggests that regulating cognitive demands may be one way of evading that danger.

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

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.

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.18, pp.81-90, 2007 (Released:2017-04-27)

被引用文献数

5

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The current research is a longitudinal study that probes how speaking performance of senior high school students changes across a year (specifically 13 months) from the first year to the second year at an English Course at a Super English Language High School (SELHi). Thirty-nine Japanese learners of English (20 male and 19 female students), who were frequently exposed to English input and often used English, took a speaking test of picture description twice. Analyses of their utterances show substantial progress in speaking performance. To be specific, all the aspects tested in syntactic complexity and lexical complexity changed to a moderate or large degree. In addition, there was also improvement in some aspects of the number of uttered words and speaking time, fluency, and accuracy (e.g., an increase in the proportion of error-free clauses).

著者

小泉 利恵 渡邉 聡代

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.32, pp.129-144, 2021-03-31 (Released:2022-04-01)

参考文献数

23

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When teachers score classroom speaking tests, intensive rater training ahead of the test may not always be possible. The current study examines the extent to which rater reliability can be maintained using a simple rubric without detailed rater training. We analyzed four speaking tests for senior high school students (N = 116). The speaking tests involved an individual presentation, a paired role play, and two group discussions across seven months. Each test was evaluated using a simple rubric by two or more raters who did not receive intensive rater training. The data was analyzed using many-facet Rasch measurement and generalizability theory. The results suggest that in general, raters scored similarly and consistently. The number of raters required to maintain sufficient reliability (Φ = .70), at the overall test level, was one to four, with group discussion tests requiring more raters or intensive rater training. Pedagogical implications with regard to the allocation of limited resources of time and raters were discussed.

著者

菅原 健太 佐藤 麻耶

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.17-32, 2020-03-31 (Released:2021-04-01)

参考文献数

29

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The currently dominant model of second language (L2) learner motivation is the L2 Motivational Self System, but the extension of the model by adding emotional variables is needed, as is the reconstruction of the ought-to L2 self from different standpoints and those of the L2 learning experience from an engagement-specific perspective. The present study aimed to explore motivation among Japanese EFL students by examining whether relationships among their future self-guides (ideal L2 self, ought-to L2 self/own, and ought-to L2 self/others), engagement-specific L2 learning experiences in relation to basic needs (autonomy, competence, and relatedness), and different kinds of emotional states (anxiety and joy) contribute to their motivated behavior. Questionnaire data were obtained from 154 Japanese university students. Explanatory factor analysis indicated that distinctions between these three future self-guides were possible. Correlation analysis indicated that student engagement is associated with satisfaction with basic needs. The results of multiple regression analyses suggested that student engagement plays important roles in strengthening the vision of the ideal L2 self and increasing the positive emotions that contribute to their motivated behavior.

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.

著者

前田 啓朗

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.19, pp.253-262, 2008 (Released:2017-04-27)

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This paper reports the practice of English language teaching for the first year university students in a listening class, intending to cooperate classroom teaching and individualized learning. A Web-Based Training (WBT) system is involved in order to overcome some problems which will be easily observed in the classroom teaching. Since each learner has different aptitudes, a certain instruction may be effective for some but ineffective for the others. It is true that instructions should be flexible so as to balance out the students' aptitudes. However, as far as a teacher controls the lessons, there still would be some difficulties for students to commit themselves to learning. Therefore, the present courses are planned to utilize the WBT system, named Gyuto-e, for the purpose of involving students into self-learning. Three kinds of questionnaires, which investigate learner beliefs, learning motivations, and vocabulary learning strategies, are conducted in the beginning and the end of the course. A hierarchical cluster analysis reveals the fact that the TOEIC test scores show there seem to be the positive tendencies compared with the students in other classes as well as that there are successful and unsuccessful learners who seem to show some particular tendencies of learner factors.

著者

Yoshito NISHIMURA Yu TAMURA Kazuhisa HARA

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.28, pp.209-224, 2017-03-31 (Released:2018-04-10)

参考文献数

27

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Syntactic complexity has traditionally been measured by “macro-perspective measures,” which provide a paucity of angles from which to examine how learners actually elaborate a sentence. Mixing up a large variety of clauses with only “the number of clauses” or “subordination ratios” could lead to overlooking desired relationships between complexity and proficiency or task manipulation and linguistic performance. The current study attempted to capture the features of writing syntactically complex sentences through “micro-perspective measures,” such as clause types (main clauses, coordinate clauses, adverbial clauses, relative clauses, complement clauses, and non-finite clauses), and differences in learner proficiency levels. Participants were 28 Japanese EFL learners. Proficiency was operationalized via argumentative essay scores. To elicit syntactic knowledge, we offered the participants a specialized task that restricted the number of sentences in describing a plot consisting of six related illustrations. The results revealed that coordinate clauses, relative clauses, and non-finite clauses are more frequently produced in elaborating syntactic structures, irrespective of the writer’s proficiency level. Our findings also indicated that non-finite clauses are a more practical expedient for proficient learners than less proficient ones. Some pedagogical implications are also discussed.