“I Prefer Not Text”: Developing Japanese Learners’ Communicative Competence with Authentic Materials
“I Prefer Not Text”: Developing Japanese Learners’ Communicative Competence with Authentic Materials
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“我不喜欢文字”：用真实的材料培养日语学习者的交际能力
DOI：
10.1111/j.1467-9922.2011.00634.x
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发表时间：
2011
影响因子：
4.4
通讯作者：
A. Gilmore
中科院分区：
文献类型：
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作者：
A. Gilmore
这项准实验研究报告了一项为期10个月的以课堂为基础的纵向调查，旨在探索真实材料在培养日本学生英语交际能力方面的潜力。62名二年级学生被分配到接受课本输入的控制组和接受真实输入的实验组，并对他们的整体交际能力的前后处理水平进行了评估。交际能力通过一系列八种不同的测试来实施：听力测试、发音测试、C测试、语法测试、词汇测试、语篇完成任务、口语面试和学生-学生角色扮演。结果表明，实验组在八项测试中有五项表现优于控制组，表明真实材料及其相关任务比教科书材料更有效地培养了学习者更广泛的交际能力。我讨论了这些发现对语言教师和他们的学习者的教学启示。
This quasi-experimental study reports on a 10-month classroom-based longitudinal investigation, exploring the potential of authentic materials to develop Japanese learners’ communicative competence in English. Sixty-two second-year university students were assigned to either a control group receiving textbook input or an experimental group receiving authentic input, and their pretreatment and posttreatment levels of overall communicative competence were assessed. Communicative competence was operationalized with a batch of eight different tests: a listening test, a pronunciation test, a C-test, a grammar test, a vocabulary test, a discourse completion task, an oral interview, and a student-student role-play. The results indicated that the experimental group outperformed the control group in five of the eight measures, suggesting that the authentic materials and their associated tasks were more effective in developing a broader range of communicative competencies in learners than the textbook materials. I discuss the pedagogical implications of these findings for language teachers and their learners.