This page is for the presentation by Ken Urano at the 45th Annual Convention of the Japan Society of English Language Education (JASELE 2019), held on August 17–18 at Hirosaki University, titled:

Japanese learners’ reliance on specificity when using the English articles: A forced-choice gap-filling study

Abstract:

Mastering the article system in a second language is challenging, especially when the learner’s first language does not have articles. Previous studies (e.g., Ionin, Ko, & Wexler, 2004) have demonstrated that speakers of article-less languages often fail to use the English articles correctly because they wrongly rely on specificity, rather than definiteness. The present study has attempted to examine (a) whether or not Japanese learners of English can use definiteness when choosing the English article, and (b) to what extent they are influenced by specificity. Fourteen adult Japanese learners of English were recruited to perform a forced-choice gap-filling task, in which they were asked to read dialogs in English and choose either the indefinite or definite article for target noun phrases. Four conditions were created, namely, DS [+definite, +specific], DN [+definite, –specific], IS [–definite, +specific], and IN [–definite, –specific], and eight dialogs were presented for each condition (taken from Ionin, Ko, & Wexler, 2004). Mean choices and standard deviations of the indefinite article were 2.00 (2.22), 3.14 (2.38), 4.43 (2.44), and 6.14 (1.61), respectively. The overall results indicate that the Japanese learners of English can use definiteness when choosing the English article, though not perfectly. At the same time, they are slightly influenced by specificity, even though it is not encoded in the English article system. A closer look at the individual data has revealed that eight of the 14 participants were influenced by specificity at least to some extent. These results will be discussed in comparison with relevant previous studies.

Presentation Slides [PDF]

このページは、FLEAT VII (LET2019) ＠早稲田大学のワークショップ「外国語教育（研究）における量的データの視覚化と解釈」（2019/08/06）に関する資料の保管・公開場所です。

投影資料

投影資料（5.9MB）

ダウンロード

• jamovi
  • https://www.jamovi.org
• jamovi のハンズオンで使うcsvデータです。事前にダウンロードしておいてください。
  • urano1.csv
  • urano2.csv

参考文献

• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
• 南風原朝和. (2002). 『心理統計学の基礎: 統合的理解のために』東京: 有斐閣.
• 前田啓朗・山森光陽 (編). (2004). 『英語教師のための教育データ分析入門: 授業が変わるテスト・評価・研究』東京: 大修館書店.
• 水本篤・竹内理. (2008). 「研究論文における効果量の報告のために: 基礎的概念と注意点」『英語教育研究』第31号, 57–66. http://www.mizumot.com/files/EffectSize_KELES31.pdf
• Navarro, D. J., & Foxcroft, D. R. (2019). Learning statistics with jamovi: A tutorial for psychology students and other beginners. (Version 0.70). doi: 10.24384/hgc3-7p15
  （芝田征司訳. jamoviで学ぶ心理統計. https://bookdown.org/sbtseiji/lswjamoviJ/）
• 大久保街亜・岡田謙介. (2012). 『伝えるための心理統計: 効果量・信頼区間・検定力』東京: 勁草書房.
• Plonsly, L., & Oswald, F. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912. doi: 10.1111/lang.12079
• 竹内理・水本篤 (編). (2014). 『外国語教育研究ハンドブック: 研究手法のより良い理解のために (改訂版)』東京: 松柏社.
• 浦野研・亘理陽一・田中武夫・藤田卓郎・髙木亜希子・酒井英樹. (2016). 『はじめての英語教育研究: 押さえておきたいコツとポイント』東京: 研究社.
• 吉田寿夫. (1998). 『本当にわかりやすいすごく大切なことが書いてあるごく初歩の統計の本』京都: 北大路書房.