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

2014 Fiscal Year Final Research Report

• 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
• Keywords: 英語教育 / 協調的対話 / 疑問形習得 / 発達段階

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.

Free Research Field

第二言語習得、英語教育