Abstract
As the importance of developing students’ communicative competence has been emphasized, activities in which students can have opportunities for speaking and communication have been widely employed in the Japanese English class. For learning or language acquisition to occur during communicative activities, students have to self-initiate their utterances (Shehadeh, 2001). This study, with Japanese high school students, examines whether self-initiation would occur effectively in three communicative activities involving only students. The results of this descriptive study revealed that successful self-initiated modified output did not occur frequently. Possible reasons for the findings, pedagogical implications and suggestions are proposed.
本研究では、高校生英語学習者がコミュニケーション活動において、自分の発話の中にtrouble source を見いだし、自分で修正使用しようとするself-initiated modified output をいかに効果的に行ったかが検証され、それらは期待されたほどの頻度では発生しなかったことが確認された。本論ではその原因、また、生徒のself-initiated modified outputの特徴について考察された。
