Panel Title
Second Language Acquisition Panel: 日本語学習者の談話運用ストラテジーの使用と未使用に関する判断過程の分析 (The analysis
of decision-making processes in the use of oral production strategies by L2 learners
of Japanese)
Author's Name, Institution and E-mail Address
Yukiko Abe Hatasa, University of Iowa, yukiko-hatasa@uiowa.edu
Abstract
Until recently, research on second language learners' conversational skills has
primarily focused on learners'productions during natural conversation or
specific conversational tasks. Using various discourse analytic
techniques,
previous studies reveal what the learners are capable or not capable of
doing
linguistically or interactionally in a given context of conversation and
what
external factors such as topics and participant relationship contribute to
learners'production. Also, longitudinal analyses show the developmental
patterns of specific linguistic and discourse knowledge as well as
affective
changes over time. However, not much research has been conducted to
explore learners'perceptions about their moment-by-moment language use
and decision-making processes as to what to say or what not to say during
conversational activities.
For this reason, the following three studies in the proposed panel
addresses
the issue of learners'decision-making process and use and non-use of
conversational strategies in various conversational tasks. The first paper
deals
with how planning what to say before or during the speech affects learners'
speech quality and what kind of things learners plan. Planning has received
much attention and is found to be effective in European language and this
is
the first study in Japanese. The second paper explores learners'strategy
use
in phone-conversations in which no non-verbal cues are available. The
results show learners are unable to come up with verbal strategies that
native
speaker would use in this medium. The last paper will deal with learners
' use
of aizuchi expressions during discussion, and explore reasons for using or
not-using them or what form of aizuchi to use. In addition to qualitative
analysis of oral production data, all of the studies employ retrospective
interviews, in which learners are asked to discuss their thoughts while
viewing their video-recorded performance, as this technique is found to
provide direct evidence of learners'thought process.
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