日本人高校生の米国留学成果(国際的資質と英語力の獲得)に関する基礎的研究

本研究的主要目的是：1)分析客观测量的语言能力、外向性(作为外向行为倾向、社交能力和健谈的整体心理指标)以及其他一些个体和情境变量如何影响在美日本高中生的跨文化适应；2)通过一年的海外学习经验，分析英语交际能力的发展方面。参与者是139名在美国学习一年的高中生和他们的寄宿家庭。他们在出发前和逗留期间进行了一系列的问卷和测试。对16名学生在离开前和回国后进行了口头访谈，通过因子分析、多元回归分析和路径分析等统计分析，得出以下结果：1)英语水平是主持人适应的显著预测因素。2)外向是几乎所有自我评估的适应测量的最强预测因子，包括对与美国人的友谊、与寄宿家庭的关系和学业的满意度。3)“主动交谈”和“表达情绪/意图”的社交技能在促进适应和提高满意度方面起着重要作用。4)在美国，影响学生社交技能表现的是外向，而不是英语水平。5)过去的海外经历如果超过一周，就有助于调整。对16名学生的口语样本进行详细分析后发现，在逗留前后的“犹豫”上存在显著差异。研究发现，学生在后面试中的发言速度几乎是出发前面试时的两倍。这一变化在很大程度上是由于未填满停顿的数量减少。

The main objectives of this research are 1) to analyze how objectively measured language competence, extroversion (as a holistic psychological indicator of outgoing behavioral tendency, sociability and talkativeness) and some other individual and situational variables affect the intercultural adjustment of Japanese high school students studying in America, and 2) to analyze the developmental aspects of English communicative competence through a year's overseas study experience. Participants were 139 high school students studying in the United States for one year and their host families. A series of questionnaires and tests were conducted before their departure and during their sojourn. Oral interviews were conducted with 16 students before departure and after they returned.Through a combination of statistical analyzes of the data including factor analyzes multiple regression analyzes and path analyzes, the following results were obtained : 1) English proficiency was the significant predictor of host-rated adjustment. 2) Extroversion was the strongest predictor for almost all the self-rated measures of adjustment including satisfaction with friendship with Americans, relationship with host family and school work. 3) Social skills of "taking intiative to talk, " and "expressing one's emotions/intentions" play an important role in faciliataing adjustment and increasing satisfaction. 4) Extroversion, not English proficiency is related to the students' performance of social skills in America. 5) The past overseas experiences, if longer than a week, facilitate adjustment.Detailed analyzes of the spoken speech samples of the 16 students showed a significant difference in "hesitation" before and after the sojourn. It was found that the students spoke in the post interview almost twice as fast as they had in the pre-departure interview. A large part of this change is accounted by the reduction in the amount of unfilled pauses.