スピーキング能力の発達に関する縦断的研究 : 「オーラル・コミュニケーション」での取り組みから

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This article is a longitudinal study that investigates how speaking performance of senior high school students improves across a year from the beginning of the first year to the end of that, through the instruction of oral communication class. Thirty-two Japanese senior high school learners of English took a picture-description task twice. The results indicated that all of the speaking performance, that is to say, fluency (as measured by the number of tokens per minute, and pauses), accuracy (as measured by the ratio of error-free clauses), and complexity (as measured by the number of words per c-unit) increased in the instruction of the class for a year. In addition, the results showed they were statistically significant. Furthermore, the results using an effect size (Glass's delta) demonstrated substantial differences between the beginning of the first year and the end of that. The findings of the present study and two longitudinal studies (Egusa, 2008; Koizumi & Katagiri, 2007) indicated that consistent results were revealed in the positive effects in fluency and syntactic complexity.
2009-02-27