アウトプットと解答例との比較検討がもたらす語彙への気づき : L2ライティングタスクを題材にして

概要

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Acquiring L2 writing skills is time-consuming. A challenge for English teachers working on writing courses is to find methods for teaching writing more efficiently and encouraging students to practice writing autonomously. Using the data from Abe (2008), who explored how Japanese learners of English used sample answers for writing tasks as a feedback tool, the study focused lexical aspects they noticed.The participants in the present study were 14 Japanese ESL learners (seven advanced and seven intermediate learners). After completing two writing tasks (descriptive and argumentative essays), the participants were asked to think aloud what they noticed as they compared the two texts. The verbal protocol data revealed that there were two different types of noticing and the difference were caused by learners' proficiency and writing modes for writing tasks. Several pedagogical implications for L2 writing instructors are also discussed.