The Effects of Task-based Instruction Using Highly Authentic Materials

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  • 真正性を高めたタスク教材を用いた指導の効果
  • 真正性を高めたタスク教材を用いた指導の効果 : ビジネスメール・ビジネス文書作成に焦点を当てて
  • シン セイセイ オ タカメタ タスク キョウザイ オ モチイタ シドウ ノ コウカ : ビジネスメール ・ ビジネス ブンショ サクセイ ニ ショウテン オ アテテ
  • ――ビジネスメール・ビジネス文書作成に焦点を当てて――
  • The Focus on Writing Business E-mails and Documents

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Abstract

<p>This study investigated the effects of task-based instruction for Japanese business communication. The participants in the experimental group were 20 graduate students majoring in Japanese language, who were instructed to write business e-mails and documents 15 times (one class meeting per week), using highly authentic materials. Performance data in the e-mail writing tasks were collected from three different sessions (the first, eighth and fifteenth class meetings), and analyzed in terms of global evaluation, appropriateness of e-mail forms, sociolinguistic appropriateness, pragmatic accuracy, and grammatical accuracy of language use. The performances of the experimental group were compared over the course of the instruction, and the data gathered from the 15th session were compared to those of a comparison group instructed with different materials. The results demonstrated that: 1) the experimental group improved their performances significantly, and outperformed the comparison group on the global evaluation, appropriateness of e-mail forms, as well as sociolinguistic and pragmatic aspects of language use; 2) the experimental group did not show any improvements in grammatical accuracy, nor make any difference compared with the comparison group. These results indicate that instruction with highly authentic tasks can improve learners' ability to write business e-mails, but that learners' attention needs additional focus on linguistic forms in order to improve the grammatical accuracy of language use.</p>

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