Learners’ Metanotes (Written Languaging) on Noticing Gaps and their L2 Proficiency

DOI 機関リポジトリ Web Site

この論文をさがす

抄録

type:text

Although language use (languaging) has been identified to facilitate language learning, research on languaging has been mainly oral. Compared to well-researched oral languaging, little seems to be known about written languaging. In this context, this study investigates such languaging in the form of “metanotes,” that is, metatalk in a written modality, in a decontexualized setting. Two groups of 24 Japanese learners of English at two different levels were instructed to engage in languaging by taking metanotes while doing a translation task and subsequently checking a native speaker’s model. An analysis of the metanotes revealed that the participants took metanotes upon noticing unexpected gaps the most frequently when they checked the model. The relationship between the participants’ English levels and their metanotes was not identified clearly in terms of amount. Meanwhile, although statistically non-significant, quality of their metanotes indicated some difference. This paper examines these results in order to investigate the potential function of written languaging.

source:The Language Education Center of Josai University Bulletin

identifier:JOS-18801919-0701

収録刊行物

キーワード

詳細情報 詳細情報について

問題の指摘

ページトップへ