Construction of a Multi-information Site Related to English Learners' Pragmatic Competence

该卡肯项目旨在提高英语学习者的语用能力，旨在建立一个基于问卷的数据收集网站和一个学术网站来发布本研究的研究成果。根据这些目标，进行了以下研究：2004年：建立数据收集网站。本网站允许普通计算机用户根据其研究目的创建任何类型的问卷。同时处理所获得的响应，并在网站上自动显示描述性分析的结果。2005年：研究者利用语料库进行了以下五项研究：1）不同类型的母语和非母语交际中英语话语的语用效果; 2）不同学习语境下英语学习者对英语的感知; 3）“请求”和“抱怨”言语行为中的话语过程; ...更多信息 4)2006年：最后一年主要进行了数据分析、在多个学术会议上介绍研究成果、发表论文等工作，并建立了研究成果的在线介绍网站。研究1 - 3的主要结果包括：1）第二语言学习者对语用问题的敏感度高于语法问题，学习语境的影响可能比英语水平的影响更大; 2）不同国籍的英语学习者在学习动机和对英语教学政策的看法上存在很大差异; 3）英语本族语者和日本英语学习者在策略选择上存在显著差异，日本英语学习者难以对英语话语进行精细的语用操作。少

This Kaken project was concerned with facilitating English learners' pragmatic competence, and it aimed at constructing a questionnaire-based data collection website and an academic website to release research outcomes of this study. According to these objectives, the following studies have been conducted:Year 2004: The data collection website was constructed. This site allows ordinary computer users to create any types of questionnaires according to their research purposes. The obtained responses are simultaneously processed, and the results of descriptive analyses are shown on the site automatically. Research preparation for the second year was also done in 2004.Year 2005: Using the data collection site, the researchers conducted the following five studies: 1) Pragmatic effects of English utterances in different types of NS and NNS interactions; 2) Perception of English by EFL learners in different learning contexts; 3) Utterance processes in speech acts of 'request' and 'complaint'; … More 4) Production of an English textbook to "Talk about Hiroshima"; and 5) Pedagogical application of the developed website in English classes and other related classes.Year 2006: The final year was mainly for data analyses, presentations of research outcomes at several academic conferences, and publications of papers, and a website for an online presentation of the research outcomes was also constructed. The main outcomes of studies 1 to 3 above include the following: 1) L2 learners were more sensitive to pragmatic problems than grammatical problems, and the influence of learning contexts is likely to be a stronger factor than L2 learners' English proficiency; 2) there were large differences among English learners of different nationalities in terms of their motivations and their beliefs regarding English teaching policies; 3) there were noticeable differences in strategy selections among native English speakers and Japanese English learners, and subtle pragmatic manipulations of English utterances were difficult for the Japanese learners. Less