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

这个Kaken项目关注的是促进英语学习者的语用能力，它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：建立了数据收集网站。这个网站允许普通电脑用户根据他们的研究目的制作任何类型的问卷。得到的响应被同步处理，描述性分析的结果自动显示在站点上。第二年的研究准备工作也在2004年完成。2005年：利用数据收集站点，研究人员进行了以下五个方面的研究：1)不同类型的NNS和NNS互动中英语话语的语用效果；2)不同学习情境下英语学习者的英语感知；“请求”和“抱怨”言语行为中的话语过程；4)制作“谈谈广岛”英文教材；5)开发的网站在英语及其他相关课程中的教学应用。2006年：最后一年主要用于数据分析、在若干学术会议上展示研究成果和发表论文，并建立了一个在线展示研究成果的网站。上述研究1至3的主要结果包括：1)二语学习者对语用问题比语法问题更敏感，学习语境的影响可能比二语学习者英语水平的影响更大；2)不同国籍的英语学习者对英语教学政策的动机和信念存在较大差异；3)英语母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微妙的语用操纵。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