| Project/Area Number |
22520515
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | Hokusei Gakuen University (2012-2013)
Hokkaido University (2010-2011) |
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Principal Investigator |
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| Project Period (FY) |
2010-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | インタラクション / コミュニケーション / 会話 / 相互行為 / 日本語 / 日本語教育 / 能力 / 英語教育 / 第二言語 |
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| Research Abstract |
Firstly, the present project discusses the issue of how we should evaluate second-language speakers' competence in organizing daily activities, with regard to recent 'Can-do statement' movements in Europe and Japan. Secondly, it argues that when learners produce reactive tokens during an interview, they should be sensitive to the talk's sequential organization and the differences in the quality of the information provided. Finally, the project examines why international students failed to initiate a 'repair sequence' to attain mutual understanding among participants and what kinds of classroom activities could be introduced to solve this communication problem.
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