School of Languages and Linguistics - Theses
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ItemComprehensible output in NNS-NNS interaction in Japanese as a foreign language( 1993)This study is a partial replication of Pica et al’s study (1989) of comprehensible output, and investigates comprehensible output in NNS-NNS interaction in Japanese as a Foreign Language. Data were collected using two different types of tasks (information gap and jigsaw tasks) in three sub-groups of different proficiency levels (High-High, Low-Low, and High-Low) in order to find out (1) to what extent the tasks provide opportunities for learners to modify their initial output in response to requests for clarification and confirmation, and (2) the extent to which learners actually modify their output in response to interlocutor requests. The results show that comprehensible output is an important phenomenon in NNS-NNS interaction. Unlike the result of Pica et al, task types had more effect on opportunities for comprehensible output and actual production of comprehensible output than request types. Not much difference was found among different proficiency groups.
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ItemThe role of task-based conversation in the acquisition of Japanese grammar and vocabulary( 1999)This thesis investigates the role of conversation in the acquisition of Japanese grammar and vocabulary items in non-native speaker – native speaker interaction. In particular, it examines the effect of interactional moves of a native speaking conversation partner on the NNS’s control over Japanese grammar and vocabulary items. There are two studies: one cross-sectional and one longitudinal. A quasi-experiment (pre-test, treatment, post-test and delayed post-test) design was used for both. The subjects who participated in the study were beginning learners of Japanese at a tertiary institution. In the cross-sectional study, fifty-five subjects were randomly assigned to control and experimental groups. The subjects in the control group first took pre-tests and engaged in the free conversation with a native speaking conversation partner for 30 minutes. Soon after the conversation, they were asked to do post-tests. The subjects in the experimental group first took pre-tests and then performed three communication tasks (treatment) with a native speaking conversation partner. Post-tests were administered soon after the treatment (task-based conversation) and delayed post-tests were administered one week after the treatment. The effect of task-based conversation was examined by comparing the scores on the pre-, post- and delayed post-tests across groups and within groups. The frequency and types of native-speaking partners’ interactional moves were also investigated in relation to their effects on learners’ performance on post- and delayed post-tests. The results showed that overall task-based conversation had a positive impact on the short-term development of the targeted items. A variety of native-speaking partners’ interactional moves were observed. The effect of these moves on the development of the NNSs’ control over Japanese grammar and vocabulary items varied according to the types of the targeted items. In the longitudinal study, five subjects from the cross-sectional study participated for nine months. The five subjects met the same native-speaking conversation partner weekly for an hour and did a variety of communication tasks. Of the five subjects, three subjects received intensive recast treatment in addition to the weekly treatment after week eight. Four follow-up tests were administered during the twelve weeks and two delayed post-tests were administered one month, three month and six month after the final treatment. The results showed that the continuous treatment over twelve week had a positive impact on the development of target grammar and vocabulary items for both short- and long-terms. Intensive recast treatment had a positive impact on some structures, but had a negative impact on the structures which subjects were able to produce correctly prior to the treatment. The present study has implication for classroom teaching especially in the implementation of communication tasks and grammar and vocabulary teaching.