物語タスクにおける自己修正の分析 : 帳尻合わせ効果のメカニズムの考察

概要

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Task studies in ESL fields have been conducted from the perspectives of task types (e.g., Egusa & Yokoyama, 2004) and pre-task planning (e.g., Yuan & Ellis, 2003), which are assumed to have some effects on three aspects of language performance, i.e., fluency, accuracy, and complexity. Among these studies, several mentioned trade-off effects, i.e., decisions to attend to one aspect of language performance at the sacrifice of another (Foster & Skehan, 1996). These effects have not been directly observed, but they have been rather statistically confirmed between the tasks. This article presents a direct way to investigate a trade-off effect, by closely observing self-initiated self repair (Schegloff, Jefferson, & Sacks, 1977), since the self-initiated part, which functions to reduce fluency, may instead contribute to accuracy and/or complexity in the self repair. To investigate whether such direct observation coincides with the statistic analysis of trade-off effect, a picture-description task was given to forty Japanese high school students. The transcribed data showed two hundred seventy-two instances of self-initiated self repair, but most of them did not contribute to accuracy and/or complexity. This direct observation was also supported by the statistical data that showed no significant correlation between fluency and accuracy/complexity.
社団法人大学英語教育学会の論文
2008-01-30