LLにおける学習者の自己評価の実態 報告1
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概要
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One of the advantages of Audio-Active-Comparative Language Laboratory is that it permits the learners to evaluate their own speech and enables them to practice by comparing their own speech with that of the models. Therefore, it is not conservative to say that the learning effect of A-A-C system LL depends on whether learners themselves are able to correct their own speech in four-phase drills. Therefore, it is important that the instructors, who are in charge of Language Laboratory course, should know the extent to which the learners are able to practice by self-evaluation. The aim of this paper is to investigate the learners' self-evaluation in the four-phase drills. This study will be of interest to teachers who correct the learners' errors by monitoring, because the results obtained in this investigation will economize teachers' efforts. Making the assumption that the larger the sound segments, the easier it is for correction by learners' self-evaluation, phonemic discrimination ability, and correctness of morphemic inflections were tested. For phonemic discrimination, an investigation was made to see the effect of listening twice. For inflectional morphemes, research was done to see whether the learners can correct their mistakes by a second utterance. The author also assumed that the ability of phonemic discrimina- tion would work as the learners' criterion when they corrected their own mistakes. Therefore a correlation between the phonemic discrimination and self-evaluation when practicing inflectional morphemes was sought. The results obtained from this investigation were as follows. The inflectional morphemes were more easily practiced in four-phase drills than phonemes. The average improvement rate was 68.8% for the inflectional morphemes and 32.5% for the phonemes. The conclusion of the research may be stated as (1) the production of phonemic distinctive features can not be studied by the Language Laboratory practice alone; this is the teaching target which needs the instructor's direction by monitoring; (2) inflectional morphemes can be practiced successfully almost entirely in the LL; for inflectional morphemes, the effect of four-phase drills is greater when the sound segments are larger. For free morphemes or syntax, it is intended to make further investigation.
- 外国語教育メディア学会の論文
- 1975-10-31