Effects of vervalization of noticing on acquisition of pragmatic routines

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K00837
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02100:Foreign language education-related
• Research Institution: Meiji University
• Principal Investigator: Osuka Naoko 明治大学, 国際日本学部, 専任教授 (40514162)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 明示的語用論指導 / Pragmatic Routines / 気づき / 語用論的能力 / 言語化

Outline of Final Research Achievements

First, the results of the pilot study indicated that “noticing the gap” task is considerably effective in the acquisition of Pragmatic Routines (PRs). However, it has also revealed that verbalization of noticing does not affect acquisition. Learners do not verbalize all of their noticing, and their verbalization of noticing does not necessarily lead to production of PRs. Second, in the main study, explicit pragmatic instruction, including “noticing the gap” task, meta-pragmatic explanations, and production practice, was conducted. The results of the post-test showed that this kind of explicit instruction is highly effective for mastering PRs. The results of the delayed-post-test, which was conducted one month later, showed that the effects were maintained. These results suggest that explicit pragmatic instruction, including noticing task, has short-term and medium-term positive effects on learners’ PR acquisition.

Free Research Field

言語学（語用論）

Academic Significance and Societal Importance of the Research Achievements

Pragmatic Routinesの習得は語用論的能力を伸ばす上で重要だが、習得は容易でないことが先行研究で指摘されている。また留学などで対象言語に触れても、自然に習得することは難しいこともわかっている。そこで、本研究では、気づきを言語化するタスクがPR習得に効果的ではないかと考え、調査を実施した。その結果、気づきのタスク自体には効果があるが、言語化の有無では差がない事がわかった。一方で、気づきのタスクを含む明示的な語用論指導を包括的に行ったところ、PR習得に大きな効果が見られた。この結果は、明示的な語用論指導の重要性を示し、英語教育に語用論的指導をもっと取り入れるべきであることを示唆する。