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

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

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

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.

著者

山口 智子

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.10, pp.83-91, 1999 (Released:2017-05-01)

被引用文献数

1

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It is generally thought that it is difficult for Japanese EFL learners to comprehend language information only by auditory input because their priority in learning is written English, and so they depend more on visual language than auditory language. By examining the word translation latency of an English word presented by a computer as auditory stimulus, it was evident that good listeners can answer more rapidly and exactly than poor listeners in conditions of both high frequency words and low frequency words (Yamaguchi 1997). Therefore, the effects of training given to poor listeners for two months were measured in order to examine whether listening comprehension would be improved or not if the speed of word recognition becomes rapid. The results were that their speed became more rapid, and furthermore their listening comprehension also increased. The importance of increasing the speed of word recognition in listening instruction for poor learners was therefore supported.

著者

岩中 貴裕 高塚 成信

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.121-130, 2007 (Released:2017-04-27)

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This study aims to investigate how noticing forms in relevant input presented immediately after output encourages learners of English to take lexical items into their IL systems. Twenty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they worked on guided composition, and then took notes of what forms they had noticed in looking at relevant input presented immediately after output. The participants were asked to work on the same guided composition in the following week to examine how they retained lexical items from the relevant input. The results are: 1) The output-input process leads advanced learners to retain more lexical items; 2) The uptake is promoted when: i) the participants analyze a form in the relevant input syntactically, and/or ii) the participants perceive a form in the model as being in contrast with its counterpart in their own output and realize ungrammatical or less appropriate status of the latter; and 3) The output-input process helps learners gain lexical knowledge on use.

著者

笠原 究

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.21-30, 2007 (Released:2017-04-27)

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The purpose of this paper is to investigate the correlations between the paper and listening tests of English proficiency administered by the National Center Test for University Admission or Daigaku Nyugakusha Senbatsu Daigaku Nyushi Center Shiken (hereafter the Center Test) in 2006, when the listening test was introduced for the first time. The analyses were conducted based on data from 244 third-grade high school students who took both tests. The results showed that there was a moderate positive correlation between the paper as a whole and the listening tests. A closer examination revealed that the listening test was also moderately correlated with two sections of the paper test: grammatical knowledge and reading comprehension of a narrative. However, there was only a very weak correlation between the listening test and the section on pronunciation, word stress and sentence stress in the paper test Other findings are as follows: (a) The listening test had the same high level of reliability as the paper test; (b) The listening test had the same level of item discrimination but (c) a lower level of item difficulty. Some suggestions for future test construction are drawn from these findings.

著者

田村 祐 原田 結以 加藤 大幾 原 和久 草薙 邦広

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.169-184, 2016 (Released:2017-04-05)

参考文献数

26

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Among foreign language teachers and researchers, it has been widely acknowledged that grammatical knowledge of a foreign language comprises two types of mental storage. One of the two, explicit knowledge, is quite likely linked to adjectives such as “slow” and “conscious,” whereas the other, implicit knowledge, is associated with words such as “fast” and “unconscious.” The present study challenges this conventional and popularized view, by addressing the consciousness and speed dimensions of Japanese EFL learners’ (N = 24) knowledge about tough movement. We conducted a grammaticality judgment task adopting two experimental paradigms: (a) a subjective measure of consciousness known as the meta-knowledge criterion, and (b) response time modeling. The participants judged the grammaticality of the stimuli under the two conditions, (a) control and (b) tough movement, and described their mental state during judgments (explainable vs. intuitive) trial by trial. We analyzed the dynamics among the recorded judgment responses, reaction times, and responses on the subjective measure. The results supported the hypothesis that the consciousness and speed dimensions intersect obliquely. This means that unconscious knowledge does not entail faster grammatical performance. Some pedagogical implications, particularly in light of English grammar teaching in Japan, are also discussed.

著者

Katsuhisa HONDA Takumi AOYAMA Takahiro TADOKORO Yusuke KIDA

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.289-301, 2017-03-31 (Released:2018-04-10)

参考文献数

23

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Some Japanese universities introduce an innovative overseas teaching practicum in pre-service training, and suggest quality and ability change for students who enrol in the practicum. The study aims to explore the changes of language teachers’ possible selves (Kubanyiova, 2009; Markus & Nurius, 1986) through the experience of the overseas teaching practicum. This paper provided examples of overseas teaching practicum focused on integrating the skills and knowledge that university students need, and reported the impact of the practicum on teacher trainees’ conceptual change about teaching and on their perceptions of English education. Data were collected using open-ended interviews with the five teacher trainees who participated in the oversea teaching practicum in 2015, and analysed through steps for coding and theorization (SCAT) developed as a qualitative data analysis method (Otani, 2008). It was concluded that the trainees saw the practicum as a positive experience that caused them to increase reflection on and revitalize their teaching. Some changes were noted from pre- to post-practicum in the trainees’ ideal and ought-to selves about learning and teaching English. This paper also discussed the framework of language teacher conceptual change (LTCC) for professional development (Kubanyiova, 2012).