| 研究実績の概要 |
Fluency-oriented activities like the 4/3/2 task, where learners repeat the same spontaneous speech to different listeners, generally involve repetition to make gains in fluency. However, this could potentially reinforce grammatical errors. This study tested two means of addressing these concerns in a language classroom. In the first part, a self-transcription homework task was given to students to promote self-awareness of their grammatical errors. In this part, it was found that the self-awareness activity did result in corrections of errors in subsequent repetitions of the speech, while not interfering with fluency gains. In the second part of the study, learners in the treatment group immediately listened to a recording of their previous speech for grammatical errors, before giving a subsequent repetition of the speech. Learners in the control group did two repetitions without the intervening treatment. In this case, both groups made fluency gains, few errors were corrected by either group, and there was no effect of the treatment on the outcome.
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