明示的指導によるコミュニケーション方略の教授効果

概要

論文の詳細を見る
Communication strategies (CS) are important skills or devices to compensate for breakdowns and to enhance communication. CS are also crucial because they provide interactional modification of input and output to second language learners. The teachability of CS, however, is a debatable issue among researchers. This study aims at surveying the effectiveness of teaching CS; whether CS can be taught more effectively explicit instruction or implicit instruction. A strategy intervention project was planned and 15-minute training sessions were carried out in English lessons for six consecutive weeks. Participants were 46 Japanese university students who were divided into three groups: two experimental groups (EX1, EX2), and a control group (CO). In EX1, CS were taught explicitly to raise awareness, while presenting phrases and practicing them in communicative tasks. In EX2, only communicative tasks were implemented without explaining CS, although participants could refer to CS expressions printed on handouts. Before and after trainings and 3 months later, participants had two kinds of communication tasks. Data were collected and analyzed by the results of communication tasks, transcription of recorded pair conversations, and questionnaires. In conclusion, explicit CS instruction was shown to be superior among the three groups and participants' awareness of CS use was improved.
全国英語教育学会の論文