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Please use this identifier to cite or link to this item: http://hokuga.hgu.jp/dspace/handle/123456789/1241

Title: 大学4年間における日本人英語学習者の口頭による語彙記述技能の習得に関する縦断的実証研究 : 2年目の中間報告
Other Titles: A Longitudinal Study of Japanese University Students' Acquisition of Describing Lexical Items in English : Interim Report
Authors: 小林, 敏彦
Keywords: 大学英語教育の成果
Issue Date: 31-Oct-1995
Publisher: 北海学園大学人文学会
Abstract: 本稿では,北海学園大学人文学部1期生の4年間における口頭表現力,特にストラテジーの習得と言語的特性(形態素,統語,語用のレベルを中心に)の発達に関する実証研究の2年目の中間報告を行う。1年目と2年目に収集したデータの質的,量的比較検討を行い,大学入学後1年間で発達した言語的特性を検証したが,データの収集の方法として,被験者に10の語彙項目を制限時間内に口頭記述し,定義する作業が与えられた。質的分析の結果,使用されたコミュニケーション方略の中で「回避」や「話題の放棄」などの消極的方略が全体的に減り,「記述」で説明しようとしたり,自分なりの英語を作り上げようとする「造語」が多く観察され,被験者の言語的創造性の緩やかな発達が確認できた。また顔の表情や態度,ジェスチャーにもゆとりが現われ,発音も明確になり,話すテンポも軽快になった被験者も確認できた。量的分析の結果,正解項目を排除した選定単語数で増加が確認され,口頭発信技能の量的変化が確認された。文法エラーの被験者全体の平均発生頻度は減じた。また日本語の挿入が多くなった一方で,ジェスチャーが大幅に減少し,非言語要索に対する依存から脱却した語彙的,統語的,更に語用的なレベルでの進歩的な発達が観察された。
This paper presents an interim report of an experimental study on in what ways and to what extent students studying at the Faculty of Humanities at Hokkai Gakuen University will develop their oral production skills in English in four years. The experimenter presented orally ten lexical items in the subjects' L1 (Japanese). The ten students were asked to give an English equivalent if they knew it. But if not, they should describe or define it within twenty seconds. Their narrations were videotape-recorded in the first and the second year at the same time of the year for the sake of precise linguistic and extralinguistic analyses. Then, the two sets of data were both qualitatively and quantitatively analyzed to record morphological, syntactic and pragmatic development over a year. The qualitative results show certain development in the area of linguistic creativity; some students became positive enough to try to describe items by creating a new word or phrases of their own. Furthermore, many of the subjects in the second-year experiment looked more confident, with clearer pronunciation and rhythmical tempo of speech. The quantitative results show that their utterances became longer with grammatical errors reduced. Whereas in first year, the subjects hesitated in silence, in second year, they used hesitation sounds and interjections, both in Japanese. The subjects in general appear to be less dependent than in first year upon such extralinguistic communicative means as gestures but instead to be more linguitically creative and less hesitant to express whatever they had in mind.
URI: http://hokuga.hgu.jp/dspace/handle/123456789/1241
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