Can Retrospective Feedback Improve ESL Speech?

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抄録

This case study investigates the effectiveness of retrospective feedback on ESL speech that the speaker himself (SAP) or someone else (OAF) gives. Two exchange students from Japan, who were taking ELI (English Language Institute) courses at the University of Hawai'i at Manoa (UHM), were asked to make a two-minute spontaneous speech on a given topic. Immediately after each speech, a retrospective interview was conducted in Japanese to probe their utterances and provide necessary corrections and suggestions. The subjects' three subsequent speeches were compared in terms of expressions, grammaticality, and temporal variables. The metalinguistic judgements of two American English native speakers were also utilized in terms of three criteria: clarity of meaning, naturalness, and irritation levels. The results show that the OAF subject significantly decreased the number of grammatical errors in the second and third speeches. However, there was no systematic development of either subject's data in any variables from the first experiment to the last experiment. In this paper, some suggestions are made as to the possible development of this experimental procedure into a new systematic classroom technique to improve learners' SLA in oral production.

This case study investigates the effectiveness of retrospective feedback on ESL speech that the speaker himself (SAP) or someone else (OAF) gives. Two exchange students from Japan, who were taking ELI (English Language Institute) courses at the University of Hawai'i at Manoa (UHM), were asked to make a two-minute spontaneous speech on a given topic. Immediately after each speech, a retrospective interview was conducted in Japanese to probe their utterances and provide necessary corrections and suggestions. The subjects' three subsequent speeches were compared in terms of expressions, grammaticality, and temporal variables. The metalinguistic judgements of two American English native speakers were also utilized in terms of three criteria: clarity of meaning, naturalness, and irritation levels. The results show that the OAF subject significantly decreased the number of grammatical errors in the second and third speeches. However, there was no systematic development of either subject's data in any variables from the first experiment to the last experiment. In this paper, some suggestions are made as to the possible development of this experimental procedure into a new systematic classroom technique to improve learners' SLA in oral production.

収録刊行物

  • 北海学園大学人文論集

    北海学園大学人文論集 4, 1-27, 1995-03-31

    北海学園大学

各種コード

  • NII論文ID(NAID)
    110001072303
  • NII書誌ID(NCID)
    AN10428282
  • 本文言語コード
    ENG
  • 資料種別
    Departmental Bulletin Paper
  • ISSN
    09199608
  • データ提供元
    NII-ELS  IR 
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