Paper short abstract:

In this presentation, I used the I-JAS data to conduct a quantitative analysis of language abilities of plurilingual speakers. It was found that in the early stages of learning,the plurilingual speakers and monolingual speakers differed,but in the advanced stages of learning,no difference was found.

Paper long abstract:

According to the CEFR proposed by the Council of Europe, plurilingualism is an important aspect of foreign language learning. However, there has been no empirical research on the impact of this plurilingualism on the acquisition of individual languages. Therefore, this study statistically analyzes the differences in language ability between plural and monolingual speakers based on the "I-JAS corpus".

　In this study, we analyzed plurilingual [423] and monolingual [527] speakers from the face sheets of 950 JFL learners in I-JAS. Multiple language test scores were analyzed in clusters. They were then divided into four ability groups (low group [148], middle upper group [322], middle lower group [303], and high group [177]). Next, we analyzed the plural and monolingual speakers in the four populations using the method of inferential statistics. The distribution of scores for the 1) vocabulary test, 2) grammar test, 3) reading comprehension test, and 4) listening comprehension test was examined as a survey of language knowledge. We investigated 5) SPOT90 score, 6) output in I-JAS language task, and 7) readability of essay.

　In the four ability groups, the following points were found.

1) Low group: There was no difference in ability in terms of language knowledge, and a significant trend was observed in the amount of I-JAS in terms of language output.

2) Middle upper group: In language knowledge, significant differences were found in the vocabulary and grammar tests. A significant difference was found between SPOT90 and I-JAS language output in terms of language performance.

3) Middle lower group: In language knowledge, a significant difference was found in the listening test. A significant difference was found between I-JAS language output and readability in terms of language performance.

4) high group: No significant differences were found in either language knowledge or language performance.

There are three conclusions: 1) there are differences in the amount of spoken language produced in the early stages of language acquisition; 2) there are differences in vocabulary, grammar, listening, language output and readability in the middle stages of acquisition; 3) there are no differences in the advanced stages of acquisition.

Paper short abstract:

This presentation reports preliminary results of the project which aims at (1) identifying features of good academic speaking in Japanese; (2) developing an assessment scale for academic speaking proficiency in order to develop a task-based assessment tool.

Paper long abstract:

The number of international students in Japan increased from 140,000 to 270,000 in the past ten years. However, none of the large-scale tests used for college admission purposes include speaking component, and an emphasis is placed on either reading (Noguchi et al., 2008) or listening (Kadokura, 2005). This has created a problem of admitting a large number of students with a gap between reading/listening and speaking proficiency.

In order to deal with this problem, the current project aims at (1) identifying features of good academic speaking in Japanese; (2) developing an assessment scale for academic speaking proficiency and (3) developing an online task-based assessment of academic speaking to be used for admission and placement in the Japanese university. The data consisted of speech samples from thirty native speakers (NS) and sixty non-native speakers. All were college students. There were thirty argumentative quest ions. Each participant talked about four topics that were randomly presented on the computer screen. The rating scale was developed by adopting IELTS, TOEFL, and ACTFL OPI Scale as well as referencing CEFR (Council of Europe, 2001), and used to assess participants' speaking proficiency.

The results showed that the proficiency level of NNS differed from A2 to C1 in terms of CEFR while that of NS ranged from C1 to C2. Their speech samples were also analyzed in terms of complexity, accuracy, fluency (CAF), and functional adequacy (FA) (Kuiken & Vedder, 2018). The results indicated that all measures of CAFFA correlated with the rating scale, but that NS an NNS differed in all of the CAFFA measures. Also, advanced NNS's speech was more coherent, complex and accurate than that of intermediate NNS. Qualitative analysis showed that intermediate NNS were unable to use conjunctive particles and deletion effectively to control the topic shift compared to NS or advanced NNS. Also, they were unable to use low-frequency words compared to advanced NNS.

Paper short abstract:

This paper describes how technology-supported cross-cultural exchange helps students maintain their language learning motivation. Student satisfaction of face-to-face exchanges conducted in 2017 and 2018 versus online exchanges with similar content in 2021 is analyzed and discussed.

Paper long abstract:

In 2017 and 2018, one of the authors conducted cross-cultural exchanges with international learners of Japanese (ILJ) and Japanese learners of English (JLE) at university level. During these face-to-face exchanges, the focus was on the use of two languages between two groups to achieve a goal, regardless of fluency. The goals were set differently for each group. The advanced level JLE had to prepare a term paper based on interviews with their international partners. The beginner level ILJ had to prepare a Japanese skit presentation with supervision from JLE. To provide a stress-free environment during the exchanges, the participants were free to choose their language of communication. This made English and Japanese both source and target language, and both aim and tool. Based on survey results, the face-to-face projects rendered positive outcomes such as a raised awareness regarding cultural differences in expressing opinions, and augmented motivation towards language learning, improvement of communication skills, learning together, etc.

In the spring of 2021, a similar project will be carried out online. After two semesters of online classes during which no exchange projects were implemented, the authors feel that, even with the limitations that come with online learning, students will benefit from meeting language learners that are speakers of their target language, this in order to help students find a “real” connection with the language they are learning, and at the same time experience the cross-cultural settings of the languages. Unlike the face-to-face projects where all participants were university students, the online project will bring together university ILJ and senior high school JLE belonging to an International Baccalaureate program.

Expected findings are that 1) participants embrace the available technology to meet partners online, 2) participants value the bond and learning experience that can be made online with cross-cultural partners, and 3) motivation is more readily maintained through face-to-face contact. Survey results of the face-to-face projects and the online project will be discussed and compared in detail during the presentation.