コミュニカティブタスクにおける日本人大学生のスピーチパフォーマンス : タスクの特徴・流暢さ・正確さ・複雑さと帳じり合わせ効果に関する考察

概要

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The present study reevaluates three task studies, Foster and Skehan (1996), Skehan and Foster (1997), and Robinson (2001), and explores the effects of task characteristics (one-way/two-way information distribution and few/many elements) on language performance such as fluency, accuracy, and complexity in the context of task-based instruction. The subjects were 28 Japanese university students and two types of tasks were used: information-gap tasks and a decision-making task. The results indicated a number of statistically significant effects for task types with respect to all language performance, and illustrated trade-off effects. In addition, the present study was compared with the three task studies above from the viewpoint of how task characteristics affect language performance and trade-off effects. The results proved that tasks with many elements affect accuracy, but in contrast, tasks with few elements affect fluency. In addition, tasks with one-way/two-way information distribution affect complexity. Moreover, the present study reveals that there is a strong evidence of trade-off effects between three aspects of language performance.