| 研究実績の概要 |
The results of the study were finalized and combined into an overall theoretical model. Based on transcribed data of group work interaction and video stimulated recall nine types of face critical episodes could be found: noticing mistakes, difficulties in expression, assistance, difficulties in comprehension, disagreement, disapproval, acknowledgement, unexpected situations, and uncertainty. Each of these episodes was described from an introspective point of view by content analysis and with focus on interactional behavior through a discourse analytical approach. The different strategies for the various face-threats are influenced by two main factors: the degree of activity during the specific group work, and the relevance to the task. Furthermore, the study shows that different face-threats are interlinked, i.e. difficulties in expression can lead to assistance and further to disagreement. This could be shown by embedding the face critical episodes into a macroanalytical description of the group work and each learners’ characteristics, such as language choice or dimension of interaction.
The study highlights social factors of group work in the language classroom and the complexity of peer interaction in a learning scenario. Interaction is widely regarded as being beneficial for learning processes and this study shows how interpersonal considerations influence learners’ decisions to address certain language or content related topics. Implications for the second language classroom are that face considerations should be taken into account for the practice of group work.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
The research project is progressing as planned. After some initial adjustments due to the pandemic, writing and iterative reviewing of the results became the focus of the project. Thanks to my scientific network I was able to acquire copies or scans of literature from all over the world which was difficult to find in libraries in and around Tokyo. Moreover, I was able to receive very helpful feedback on my preliminary results in small research circles or in one-on-one zoom meetings, in addition to the chance to present on two major conferences online. As expected, the monography was finished by December 2021.
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| 今後の研究の推進方策 |
The next milestone for the project is the publication of the monography. Currently the text is being reviewed by the editorial board for a scientific book series based in Germany specializing on second language acquisition. The publication in book form is expected to be processed during the summer months with a release date in early fall.
Furthermore, the main results of the study will be presented to an English-speaking audience at the 9th International Conference on Task Based Language Teaching in August. The presentation will focus on task relevance and degree of activity as the major influencing factors for face relevant considerations and discuss learners’ participation taking established concepts such as "willingness to communicate" (WTC) and learner engagement into account.
To conclude this project, promising areas for further research must be identified such as verifying the findings in different settings: in advanced groups or for other language and cultural background as well as in heterogeneous classes regarding language. Simultaneously, guidelines for teaching and learning in group work settings will be developed to incorporate the theoretical considerations on the role of face in language learning back into practice.
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