@article{oai:wako.repo.nii.ac.jp:00005022,
 author = {SATO, Mariko},
 journal = {表現学部紀要, The bulletin of the Faculty of Representational Studies},
 month = {Mar},
 note = {application/pdf, English education in Japan is becoming increasingly advanced, starting earlier and proceeding at an accelerating pace. Specific achievement targets have been set using the Common European Framework of Reference for Languages (CEFR) as a benchmark, but the achievement rate remains less than satisfactory. Particularly, the results of speaking instruction, which has recently been emphasized, have been limited. In this context, this study assessed the quantity and quality of English utterances of 97 first-year university students based on the hypothesis that knowledge about communicative competence, especially strategic competence, will empower learners to draw on their speech knowledge. Participants received a short lecture on Canale and Swain's definition of communicative competence and the AAA technique, a method for improving strategic competence. Their verbal responses to a simple question were examined before and after the lecture. As the lecture did not address English knowledge, the participants' proficiency did not change. However, significant changes were noted in the quantity and quality of their utterances after they learned about communicative competence. These results provide new evidence that educating students about the nature of communicative competence is an important element of speaking instruction, especially in understanding and acquiring strategic competence.},
 pages = {33--47},
 title = {Speech Instruction and Communicative Competence : Eliciting Learners' Speech in Remedial English Classes},
 volume = {23},
 year = {2023},
 yomi = {佐藤, 眞理子}
}