| 研究実績の概要 |
In 2019, data consisting of subjects giving the same speech twice, doing a self-transcription and grammar awareness homework activity, and giving the speech another two times the following week. This data was transcribed and analyzed in two main ways: First, we looked at measures of fluency over the course of four repetitions of a monologue speech given by each subject, including speech rate, mean length of run, and mean pause length. Second, we annotated grammatical errors made before the homework activity, after the homework activity, and those corrected by the subjects in the homework activity. Results showed that subjects' speech rate increased, mean length of run increased, and pause length slightly decreased over the repetitions, meaning an increase in fluency. Although many grammatical errors were not noticed by subjects, the errors they corrected in their homework activity were largely maintained in the following repetitions of the speech. This implies that the self-transcription homework activity was somewhat effective in helping students to notice and correct their accuracy problems. At the same time, these benefits do not hinder the fluency gains that are characteristic of the 4/3/2 activity.
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