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ID 27256
本文ファイル
著者
Fordyce, Kenneth
NDC
教育
抄録(英)
This study examines the respective influence of three factors on the realization of requests by Japanese EFL learners in high-imposition situations. These three factors were the Length of Stay in an English-Speaking Environment, the use of Syntactic Downgraders and the use of Lexical Downgraders. Request realizations in four different situations on a Discourse Completion Test were judged for appropriacy by a native speaker. These appropriacy scores were compared with each of the three independent variables above. It could be seen that all three factors had a significant effect on the appropriacy of requests. Qualitative analysis of the data, in which the requests of JEFLLs were compared with those of NSs, showed that JEFLLs used a limited range of syntactic downgraders and very few lexical downgraders at all, other than 'please', which was shown to be an ineffective downgrader as compared to other lexical downgraders. Conclusions could be drawn from this, concerning the positive effect of spending an extended period of time (more than three months) in an ESE, and also concerning the need for a greater variety of syntactic and, in particular, lexical downgraders to be included in teaching materials and explicit teacher input in the classroom.
掲載誌名
学校教育実践学研究
9巻
開始ページ
159
終了ページ
166
出版年月日
2003-03-20
出版者
広島大学大学院教育学研究科附属教育実践総合センター
ISSN
1341-111X
NCID
SelfDOI
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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