カイワ ダイアログ アンショウ ニ ジュウジ サセル ガイコクゴ シドウホウ ガ スピｰキングジ ノ テイケイ ヒョウゲン ノ シヨウ ト アンキ ガクシュウ ニ オヨボス エイキョウ ニ カンスル キソ ケンキュウ

PDF/A formatsAccess: via World Wide Web東京外国語大学大学院総合国際学研究科博士 (学術) 論文 (2016年4月)Author's thesis (Ph.D)--Tokyo University of Foreign Studies, 2016博甲第214号Bibliography: p. 183-195Summary in English and Japanese東京外国語大学 (Tokyo University of Foreign Studies)博士 (学術

Letter-writing manuals and the evolution of requests markers in the eighteenth century

In eighteenth century England the middle classes were looking for assistance guides to help them to move upwards in society. Among those help books we find letter-writing manuals, a very popular text-type in the Late Modern English period, which provided information on how to write letters on any occasion. It is also in the eighteenth century when we observe the beginning of the replacement of pray by please as the default courtesy marker in requests, which would not be fully accomplished until the beginning of the twentieth century. The epistolary genre in general is a good source for the analysis of requests due to the interactive character of letters. Letter-writing manuals in particular offer an organised collection of letters and other correspondence texts according to topic, senders or receivers, among others, which makes them ideal for the study of pragmatic features. Therefore a diachronic study of pray and please constructions in this text-type will provide insights regarding the shift of request markers, their main function and the processes of change. The popularity of letter-writing manuals, instruction books for specific purposes, may have influenced the replacement.

A Picasso of Perspectives on Formulaic Language

Peer reviewe

Doctor of Philosophy

dissertationThe present study investigated the effects of the explicit teaching of formulaic sequences (i.e., academic and topic-induced) on L2 writing. The research examined separately the effects of the treatment on the students' abilities to produce the target formulaic sequences in controlled (i.e., C-tests) and uncontrolled situations (i.e., essays), and to produce better quality essays. The study, through posttreatment interviews, also attempted to glean insights into the approaches L2 writers use for the production of the target formulaic sequences. The study found that the students in the treatment condition performed at a significantly higher level than the students in the control condition on measures of the production of academic formulaic sequences in a controlled situation and the production of topic-induced formulaic sequences in controlled and uncontrolled situations, but there were no significant differences between the groups on the measures of students' abilities to produce academic formulaic sequences in an uncontrolled situation and to produce better quality writing. The results of the study suggest that the explicit instruction facilitated learning of the target formulaic sequences when the learning is measured by a test. Most importantly, the study found that explicit instruction helped students become familiar enough with the formulaic sequences to recognize their usefulness and employ them in their essays. The results indicated that the instructional approach helped low performing writers produce iv essays of better quality and high performing writers increase the awareness of the frequencies and functions of the formulaic sequencers in expert writers' texts. The findings from the interviews indicated that the students' abilities to produce the academic and topic-induced formulaic sequences in their compositions may depend on the students' perceived need to use them in their writing, and that students' abilities to produce the academic formulaic sequences in essays may be influenced by the interaction of students' awareness of the frequency and functions of academic formulaic sequences and their motivation to sound academic in their writing. The study results suggest that the instructional approach may be helpful for the students' learning of formulaic sequences for the purposes of writing and should be the focus of future experimental research

Uporaba formulaičnih izraza u nastavi engleskoga jezika u srednjim školama

Formulaic sequences are essential for the students who are learning English to sound fluently. This thesis focuses on the types and frequency of formulaic expressions used in English as a Foreign Language (EFL) classroom. Although the field of formulaic language has already been researched, it has not yet been profoundly explored or measured in the context of Croatian high schools, especially in a rather spontaneous discourse and non-influenced classroom conditions. Besides dealing with extensive classification and exposition of the most frequent types, this thesis aims at displaying some of the mistakes that students make when they use formulaic expressions as well as some strategies they employ to cope with communicative demands. The results have shown that, overall, the students mostly rely on lexical bundles, collocations and inserts, since they still have more confidence in using expressions with literal than idiomatic meaning. Various activities and forms of class structure are also mentioned as proven to lead to greater formulaic use; however, formulaic expressions are still on their path of receiving sufficient attention in foreign language instruction

Second Language Learners\u27 Recognition and Production of Conventional Expressions: The Role of Proficiency, Length of Stay, and Intensity of Interaction

This paper explores second language (L2) learners’ relationship with conventional expressions – a subset of pragmalinguistic competence – by investigating the effects that language proficiency, length of stay, and intensity of interaction have on both learner recognition and use of such expressions. This study replicates Bardovi-Harlig and Bastos’ 2011 study with slight modifications, and consists of three tasks: an aural recognition task, oral production task, and a questionnaire. These tasks were completed by 50 L2 learners and 23 native speakers of American English. The aural recognition task included 60 conventional and modified expressions, and the oral production task consisted of 32 scenarios meant to elicit conventional expressions. The questionnaire measured various factors contributing to the intensity of L2 environmental interaction, and has been modified from the original study to include Internet and social media use. Three one-way ANOVA tests demonstrated a significant effect for L2 proficiency on production of conventional expressions, and a marginally significant effect on conventional expression recognition. Intensity of interaction demonstrated a significant influence only on the production of conventional expressions in initiating scenarios. Length of stay did not demonstrate significant effects on either recognition or production of conventional expressions

Стратегии развития беглости речи на английском языке у обучаемых продвинутого уровня

В статье рассматриваются особенности говорения как одного из речевых навыков, требующих особого внимания на занятиях по иностранному языку. В работе также дается описание основных трудностей, возникающих у обучаемых в процессе освоения навыка говорения на иностранном языке на продвинутых уровнях и стратегий их преодоления и развития беглости речи на иностранном языке.The article deals with speaking as a skill that needs special attention in foreign language classrooms, reviews the most common difficulties speaking presents for higher level language learners and strategies for dealing with them, as well as ways of developing L2 spoken fluency