| Project/Area Number |
21720207
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Allocation Type | Single-year Grants |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Nagoya Gakuin University |
|---|
Principal Investigator |
NITTA Ryo Nagoya Gakuin University, 外国語学部, 講師 (00445933)
|
|---|
| Research Collaborator |
NAKATSUHARA Fumiyo 英国ベッドフォードシャー大学, 英語学習・評価研究所, 講師
|
|---|
| Project Period (FY) |
2009 – 2010
|
| Project Status |
Completed (Fiscal Year 2010)
|
| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2010: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2009: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
|
|---|
| Keywords | 第二言語習得理論 / 第二言語習得 / タスクを中心とした外国語教育 / 計画時間の効果 / 流暢さ・複雑さ・正確さ / 英語教育 / スピーキング |
|---|
| Research Abstract |
The task-based literature shows that learners tend to improve their oral test performance in terms of fluency and complexity when given time for planning, but as this work has usually involved advanced learners, it is not clear whether beginning EFL learners with limited experience of L2 interaction will experience similar benefits. This study investigates pre-task planning effects on beginning EFL learners' paired oral test performance. The findings suggest that pre-task planning time for such paired tasks does not seem to have a strong effect on performance or on cognitive processing. However, the results also indicated a trend of changing speaking modes between planned and unplanned conditions.
|
