Narrative Task-Type Repetition and Changes in Second Language Use in a Classroom Environment : A Case Study

概要

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Second language researchers have investigated into how aspects of learner language are affected by particular tasks under particular conditions. However, most of the previous studies were limited in the sense that they only looked at one snapshot of a learner's performance. This study attempts to gain insights into second language development that may have resulted from task-based learning over an extended period of time. Changes in the productive skills of one learner are reported that were brought about by repetitive use of the narration task over three weeks in a classroom environment. The learner gained in accuracy and certain aspects of fluency not only in the familiar narrative task but also in his impromptu speech, though his language did not become more complex. When these results were compared with the performance in the same narration and speech tasks by another learner who had repeated decision-making tasks, several interesting contrasts were identified. The results may suggest that there are aspects of learner language that are upgraded by the repetition of specific types of tasks.
横浜国立大学の論文