The effects of instruction intended to facilitate peer assistance on the production of collaborative dialogues and the second language acquisition

• Project/Area Number: 24520609
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Waseda University (2014); Chiba University (2012-2013)
• Principal Investigator: MORIYAMA Atsuko 早稲田大学, 総合研究機構・CCDL研究所, 招聘研究員 (60625945)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Project Status: Completed (Fiscal Year 2014)
• Budget Amount: ¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000); Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000); Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000); Fiscal Year 2012: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
• Keywords: 英語教育 / 協調的対話 / 疑問形習得 / 発達段階 / モデリング・ビデオ / ペアワーク / 英語疑問文 / 第二言語習得 / 文法指導 / 英語の疑問形 / 学習レディネス / LREs / 学習者相互援助

Outline of Final Research Achievements

This study examines the effectiveness of communicative instruction which incorporates explicit grammar teaching intended to elicit collaborative dialogues between peer learners. The participants were learners of English in a Japanese university and included pairs at different developmental stages in the acquisition of question formation. Using the 6-stage developmental sequence proposed by Pienemann & Johnston (1987), the transcripts of learners’ interaction were analyzed for instances of language-related episodes (LREs) produced in dictogloss tasks. The results show that the explicit instruction was effective in (1) eliciting LREs involving the target grammar assigned to the most advanced developmental stage (e.g., Question Tag, Cancel-inversion in indirect questions) as well as other linguistic features, and (2) facilitating learners’ advancement in their developmental stage. Moreover, these trends were confirmed even for pairs at different developmental stages.

Research Products

• [Journal Article] Can language-related episodes (LREs) facilitate L2 questions development? (2014)
  • Author(s): Atsuko Moriyama
  • Journal Title: iCERi2014 Abstracts Volume: 7 Pages: 2908-2908
  • Peer Reviewed / Open Access / Acknowledgement Compliant
• [Presentation] Can language-related episodes (LREs) facilitate L2 questions development? (2014)
  • Author(s): Atsuko Moriyama
  • Organizer: 7th International Conference of Education, Research and Innovation
  • Place of Presentation: Sevilla, Spain
  • Year and Date: 2014-11-17 – 2014-11-19
  • Invited
• [Presentation] Effects of a linguistic survey experience on EFL learners' awareness of pragmatically appropriate language use (2013)
  • Author(s): 森山 淳子
  • Organizer: 英国応用言語学会
  • Place of Presentation: Heriot-Watt University, UK
• [Presentation] Effects of peer feedback on the production of modified output: a study of English question formation acquisition (2013)
  • Author(s): 森山 淳子
  • Organizer: Asia TEFL
  • Place of Presentation: The Ateneo de Manila University, The Philippines
• [Presentation] Effects of instruction on EFL learners' awareness of pragmatically appropriate language use (2013)
  • Author(s): 森山淳子
  • Organizer: The British Association for Applied Linguistics
  • Place of Presentation: Heriot-Watt University, Edinburgh､UK
• [Presentation] Effective ways of teaching most lately-acquired English question forms and of motivating learns to keep trying them out beyond the classroom (2012)
  • Author(s): 森山淳子
  • Organizer: 日本大学英語教育学会（JACET)・年次研究大会
  • Place of Presentation: 愛知県立大学