応用言語学の学術誌Applied Linguistics に掲載されました。
本研究は、スピーキングタスクの前に母語（L1）でプラニングすることが、学習者の第二言語（L2）の流暢さにどのような影響を与えるかを検証したものです 。実験の結果、英語習熟度の高い学習者は、母語で計画を立てることで、より流暢に話せるようになることが分かりました 。一方で、習熟度の低い学習者にとっては、母語での計画が逆に負担となる可能性も示されました 。また、同じタスクを繰り返すことは、習熟度に関わらず全ての学習者の流暢さを高める効果がありました 。
学習者のレベルに応じた指導法の重要性を示唆する研究です。
本論文はオープンアクセスですので、どなたでもご覧いただけます。ぜひご一読ください。
Abstract
This is an investigation of the interplay between collaborative pre-task planning language, task repetition, and L2 proficiency in oral narrative task performance. A total of 128 EFL learners engaged in paired collaborative planning under one of four conditions: L1, L2, combined L1–L2, and no planning. Subsequently, each participant individually completed an oral narrative task four times. Task performance was analyzed for utterance fluency, and L2 proficiency was measured using an elicited imitation task. Results indicated that while the language that learners used to plan did not significantly affect fluency, its interaction with learner proficiency was crucial. More proficient L2 learners benefited most from L1 planning, particularly in formulation and monitoring processes, whereas learners with lower proficiency struggled in this condition. Task repetition also enhanced fluency across all conditions, partially mitigating initial proficiency-related differences. The study highlights the importance of learners’ individual differences, in this case proficiency level, in task-based language teaching. Findings challenge a one-size-fits-all approach to task implementation and support the judicious incorporation of L1 during pre-task planning, particularly for more proficient learners.
