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85 TptdS~Vu{\XQDƇnjǧĸŜ,njǧ Xj~O{R*ü@IJİħDǹŴ@ȷøǵæÒ Does the English Language Lesson with Communicative Tasks Reduce Unwillingness to Speak English? : A Practical Report ƙƈ Ƨ ÏÈăîôîôȚ}ņœôǑĶLjſ°ƕƞ× FUKUTA, Junya Graduate Student, Nagoya University/JSPS Research Fellow Abstract This paper reports a lesson practice aimed to reduce unwillingness to speak English by the use of communicative tasks. The data was collected before and after a semester. The unwillingness to speak English was assessed by the Isoda’s (2009) questionnaire which consisted of three constructs (i.e., high anxiety, low perceived competence, and avoidance of speaking). One English lesson was constructed from the pre-task, main task, and post-task sequence (Willis, 2006). In the pre-task activity, the teacher introduced the topic, content, or other useful information such as words and expressions for the lesson to accomplish the main task comfortably. The main task was achieved by information-gap speaking task, followed by form-focused post-task activities (Willis, 1996). Results showed that the practice succeeded to reduce the score of low perceived competence. It was, however, not effective for the high anxiety and the tendency to avoid speaking. Post-hoc analyses implied that the effectiveness of the lesson was differed by learners’ attitudes toward speaking English before the intervention. Ȯȭ,8* ìáǧ&+Xj~O{R,ȬȱįDŽ+&9Ŏ9IJİĕ9+&@'ǛCA%? ȪHorwitz, Horwitz & Cope, 1986ȫȬņœ*@njǧĸŜ&9Ȭ+IJİħD@8+Š )Ǣ6ǐCA%@ȪƗƈ, 2009; Ǐƈ, 2014; Amano, 2014ȫƝŝƍ*njǧ&ƌǣDǐ' &ȬôƽƿþŔȊȅ@ÉDŽģ+@ÚȦDǚŬ&@DŽ´Dǂ7'ŀǂƍ)d~Y'Ȭ ĸŜ+Xj~O{R۸DŰƌ#«Ÿ*Ȃ8Ȭ+Ĵÿ·ŖDŎî»@'Əƍ >Ȭnjǧ&+Xj~O{R*ü@IJİħDǹŴ@ŅŮDŢƫ@'*,ȑǖ)ĦÓ

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Page 1: , Ì ç Xj~O{R*ü @ 2 0 'D ù t @ 7ø õæÒ Does the English

85

Does the English Language Lesson with Communicative Tasks Reduce Unwillingness to Speak English? : A Practical Report

FUKUTA, Junya Graduate Student, Nagoya University/JSPS Research Fellow

Abstract

This paper reports a lesson practice aimed to reduce unwillingness to speak English by the use of communicative tasks. The data was collected before and after a semester. The unwillingness to speak English was assessed by the Isoda’s (2009) questionnaire which consisted of three constructs (i.e., high anxiety, low perceived competence, and avoidance of speaking). One English lesson was constructed from the pre-task, main task, and post-task sequence (Willis, 2006). In the pre-task activity, the teacher introduced the topic, content, or other useful information such as words and expressions for the lesson to accomplish the main task comfortably. The main task was achieved by information-gap speaking task, followed by form-focused post-task activities (Willis, 1996). Results showed that the practice succeeded to reduce the score of low perceived competence. It was, however, not effective for the high anxiety and the tendency to avoid speaking. Post-hoc analyses implied that the effectiveness of the lesson was differed by learners’ attitudes toward speaking English before the intervention.

Horwitz, Horwitz & Cope, 1986

, 2009; , 2014; Amano, 2014

Page 2: , Ì ç Xj~O{R*ü @ 2 0 'D ù t @ 7ø õæÒ Does the English

LET 中部支部研究紀要第 26 号(2014)

86

2009 Willingness to Communicate WTC

p. 54

Sentence Per Minute SPM

SPM

Amano

2014 80 Total Physical Response

TPR

80 2009

-

6

Task-based language teaching TBLT

Ellis 2003

a.

b.

c.

d.

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LET 中部支部研究紀要第 26 号(2014)

94

ÂƾŃƁ

Amano, S. (2014). Reducing the unwillingness to speak English by using total physical response

activities in a Japanese university context. Journal of the Chubu English Language Education

Society, 43, 153–160.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ǐƈ¿ȍȪ2014ȫ�\XQDŰƇ��njǧĸŜ*��@ôƽƿ+njǧȆƇDŽ´'ĤĦȡ+ëú�

¨ánjǧŀǂô�Ơ 40ÝĞĄî�.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern

Language Journal, 70, 125-132.

ƗƈDzȈȪ2009ȫ�njǧ&+Xj~O{R*ü�@IJİħ+ǹŴ�JACET Journal, 48, 53-66.

Maekawa, Y. & Yashima, T. (2012). Examining the motivational effect of presentation-based instruction

on Japanese engineering students: From the viewpoints of the ideal self and self-determination

theory. Language, Education, & Technology, 49, 65-92.

Willis, J. (1996). A framework for task-based learning. Oxford: Oxford University Press.

Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). Influence of attitudes and affect on L2

communication: A study of Japanese high school students. Language Learning, 54, 119-152.

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