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＜紀要論文＞
学習者のレベルがリキャストの気づきに与える影響 : 「直後発話」による気づきの判定基準をもとにして
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| 概要 | This article presents a study of corrective feedback "recast" and learner uptake (i. e., responses to feedback) in three classrooms. Recast defined as "utterances that rephrase a child's (learner's) u...tterance by changing one more sentence components ... while still referring to its central meanings" (Long, 1996). For example; S : Ima wa ryoo de sumimasu. (error/grammar) T : Ima wa ryoo ni sunde imasuka? (recast) S : Hai, ryoo ni sunde imasu. (response type 'taking a recast') The discussion on the role of corrective feedback is part of a a larger discussion on the role of 'focusing on form' in foreign language teaching. Studies conducted in communicative and content-based for learners to 'notice the gap'. Transcripts totaling 7.5 hours of classroom interaction taken from 3 levels (elementary level, intermediate level. advances level) Japanese language lessons, were analyzed learner's responses to recasts has following five types; (1) taking a recast, (2) meta-linguistic, (3) repeat, (4) non-uptake, (5) saying only "hai" When learners responsed using in (1) taking a recast and (2) meta-linguistic, they noticed the recast. Findings reveal that learner's level is relative to own noticing. And it is ambiguous recasts for pronunciation errors. As a future research, it is thought that is necessary to investigate how and noticing recasts contribute to the acquisition of Japanese language.続きを見る |
| 目次 | 1. はじめに 2. 先行研究─リキャストの曖昧性 (ambiguity) 3. 気付きの判定基準 4. 調査方法および結果 4. 1 調査方法 4. 2 結果 5. 考察 5. 1 リキャストへの気付きと学習者のレベル 5. 2 学習者の直後発話の発達 5. 3 発音の誤りが気付かれにくい傾向 5. 4 発音の誤りと「繰り返し型」 6. おわりに 参考文献続きを見る |
詳細
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| 登録日 | 2021.10.07 |
| 更新日 | 2021.12.13 |