The Effects of Jigsaw Task Input Types on the Interaction for Second Language Acquisition

(1)

The Effects of Jigsaw Task Input Types

on the Interaction for Second Language Acquisition

Chihiro SA10

Aid

細

NationalCollege o/Technology

1.

酬

TRODUCTION

When a s

民

ondlangt.

泊伊也

acherhopes

血剖

his/h

ぽ蜘

den

包

interactwi

白銅

ch

O ' 由

erh

也

e

旬唱： e t

language, a

ji~w 旬sk

can be one of

恥

effectivetypes of

包

sk,which gives the

旬

skparticipan

包

aportion of input data

白紙

m

凶

tbe exchanged among

由

em.

百

ten,

託

isimportant for

由

e

也

acherto well know what kinds of language learning opportunity are ex

戸

ctedh

由

e

旬

sk. By knowing it,

血

e

記

achercan have a cl

^{倒・}

vision and signifi

^伺

neeof

恥随

kimplemen

旬

tion.

官

1epre

^蜘

tm

^伺

rchemploys three jigsaw

旬

skswhich diff

町

hinput types given

句由

elearners at the very beginning of

働協

ks,and

a

阪

mp

包白血

1da vari均，of language l

^伺

mingoppo

向

mitiesby examining

由

el

^伺

mersh

館

raction.

2. LITERATURE REVIEW

2. 1 • .figsaw 11

^鎚

k

姐

dNegotiation of Mi

伺 n i n g

Acco

吋 i n g

to Ellis (2003), a jigsaw

協

kis a

凶

k'wherethe input ma

附

alis

d i 吋

dedbetween two or morepartic

脚也知

.ch

刷出

eyarem

凶

redto exchange infonnation to comple

低保協

k(Ellis,2003, p. 344). In such a

旬

sk,

也

erelationship be

抑制

11

回

mersis two waぉinwhich all the individuals in a group hold a piece of infonnation and become oo血infonnationsuppliers and receivers, and the learners m

凶

texchange

由

e infonnation for the

凶

:kcompletion (Doughty & Pica, 1986; G

ぉ

s& Varonis,1985; Lonι1983, 1996; Long & Porter, 1985).

The j惨aw

旬

skis assumed to be most likely to provide

由

el

^伺

merswi

白血

eoppo

巾

mityof negotiation of meaning σica, Kanagy, & Falodun, 1993), which occurs when

血

elearners face communication breakdowns and switch

由

eirゐ

C 凶

fromm

白調

gem

伺

ningto fonn (Long, 1996).

百

tis negotiation

凶銘

ersthe learners

∞ 伊

itiveproc

^{郎総}

hwhich

白

eyunde

路加

1dthe linguistic items

由説

明間

oncem

畑

own

江

..ong,1981, 1983) and

血

.eyare pushed to make comprehensible output (Swainラ

1985, 1995).

2.2.＆鴎earehUsing .figsaw Tas

胎

Several scholars have employed jigsaw

泊

sksh

血

eirresearches

^あ

rvarious purpo

^部：め

compare the l

^伺

mersh

加古

ctionin aj

惨

aw

旬

skando

血ぽ飽

sks（臼ss&Varo

凶

s,1989; N

紘油

ama,Tyler, & Li

ぽ，

‑6‑

(2)

2001; Pica, HollidaぉLewis,& Morgenthaler, 1989); to compare

由

el

^伺

rnersinteractionin two different jigsaw

包

sksσ

同，

Lincoln‑Po

巾

r,p

白血

os,& Linnell, 1996); to compare learnersinteraction in a j

惨

aw

旬

skind

由民

nt

戸川

cipationpa

蜘 n s ,

such

ぉ

ha

同

cher‑:frontedlesson, in a group, and in a

開

ir

ρ O U 俳句，

& Pica, 1986).

Differently from

白白

ep

問、初出品

1di

白，出

epresent I

琶湖 ℃

hemploys three jigsaw

旬

skswhich use

血

esame materials, follow

血

e

銅

me

凶

kprocedures, but differ h

白位

inputq

^戸

s( visual input,

旬油姐

l input, and the combination of the vi

^叩

aland text

闘

1). By

由

is

旬

skdesign, the research aims to explore the effec

包

ofdi

自己：

rentinput types on

白

einteraction among learners, and

血

1dlanguage learning opportun

耐

es

由 a t 伺

nbe provided in a jigsaw

旬

sk.

3 . THE STUDY

3. 1. Participants

Participan

包

involvedh

白

estudy were 23

白宮

t‑y1

^伺

r

は

uden

包

h

由

eFaculty of Education and Human Studies in Aki

阻

University. As shown in Table 1, 3 or 4 I

^伺

rnersin

回

chgroup were supposed to work toge

血

erfor

白

e

仕組

sk,divided into Team A and Team B. T

^伺

mA held Yellow and Blue fram

白，

and T

^伺

mB held Red and Green

伽

nes,

ぉ

shownin Appendix.

官

1eparticipan

包

weretold

白創出

etwo

企溜

nesin one

陶

mwere either the 1st and 3

吋

orthe 2nd and 4

由自溜

nesofafo

^町−

framecartoon

^{雪組}

dthey were

め

Idnot to show

血

eirframes to the o

出町陶

m

出

roughout

由

e

臨

k

Table I

Jig.

間知：

kswith t

加

ed

湯量陀

ntinJ

凶切邸

and

仇

en

捌！

berof/e^，

^{倒的初}

eachg

。

upinvolved in eα,ch ofthet.α'Sics

Groupσ

倒

n) Visual‑only input Textual‑only input Vtsual & Text

凶

linp

叫

。i~wV) 。i~wT) (Ji~wVη

T

伺

mA 2(Sl8&S2) I (SI) 2(S1 & S2) Group I 4 3 4

TeamB 2(S3&S4) 2(S3 &S4) 2(S3 &S4) TeamA 2(S1 & S2) 2(S1 &S2) 2(S1 &S2) Group2 4 4 4

TeamB 2(S3 &S4) 2(S3&S4) 2(S3 &S4)

a SI, S2, S3, S4 = student l

，組

1dent2, student 3, and s

加

dent4.

3. 2.

加

laterials

百

1ematerial w

ぉ

basedon a fo

冊

.framecartoon in 7五eWom:/4

伐が

Worldof Sazae‑san (hereafter Sazae‑san) by

出

segawa(2004）.百1eoriginal cartoon w

ぉ

proc

白

sedin the way

白紙白血

mdifferent inp

凶

typesinclude the

鈎

meamount of information (s

白

Appendix).

(3)

3. 3. Procedures

All the jigsaw

旬

sks(J

惨

awV, Ji~w T, and Ji~w Vηwere ca

剖

edout along the

縄問

procedures.

百

1eprocedures can be largely di

吋

dedinto two s

削

onsaccording

白血

twogoals shown in Figure I.

l.S

釘

tion

( I ) :

to make

血

.econ

四

tord

町

of

血

e

島町 f r a m 白

and

血 i n k め

outrea

釦郎自）

f

也

eord

町

Proced

山首：（a ）→

(b

）→（c ）→（d ）→（e

) 2.S

釘

tion(2

）：旬曲

1d

由

epunch line to

血

e.stoiy

Procedw

溺：

(b

）→（c ）→（d ）→（

e) (a) Asking rune

SI in

T c 伺

mA

^笛

bei

^{出町蜘}

dentin

T c 伺

mB

め

outRed

ぽ

Greenin I minute. S3 in

T c 倒

nB

ぉ

be

^{泊防御}

dentin Team A about Blue

町

Yellowin I min

脱．

S2

加

T

倒

nA

ぉ

bei

血ぽぽ

udentin Team B abo

叫

Redor Green in I minu

飽．

S4inTeam B

ぉ

be

^{泊町鈎}

1dentin Team A

め

outBlue or Yellow in I minute. (b) lndividua1Answer(3 minu

臨）

百

1e

阿武駒

n

^包 w r i 旬旬

mporala

則的

onthe work

由民

tindi

^吋

dually. (c) One‑by‑one

P 問

sen

価値

onof

曲

eAnswer

SI inTeamA

伊晴朗包印刷戸

,raIansw

ぽ旬血

eo

由町

groupmembers in I minu

胞．

S3 in

T c 伺

mBpres

目指由

e

加

nporalansw

ぽ旬血

eo

由ぽ

gro1

^中

members

泊

Iminu

崎．

S2 in

T c 伺

mA

伊首制

1

包白

e

制

nporal

制 W 町加血

eo

血町

gro

叩

membersin I min

凶

e. S4 in

T c 倒

nB

戸

esen

白血

e

飽

mporal

加

wer

旬由

eo

^{出町}

gro1

^中

membersin I minu

陪．

(d) Group Discussion

( 3

minu

^悩 ^）

百

1el

^錨

nersin

^伺

chgroup

ぉ

k

^伺

cho

由 e r a 伊泊め

o

^目白

ei.nfonnation of

由

e

f r a m e s ，民武

hfurn

^{目白田} r y

lingt

也氏悦

ms,and

白

1dout

血

econ

^切

to

吋ぽ

ofthe

島町 f r a m 白（

or

也

epwich

泊施白血

estoiy) in ord

ぽ

tomake

血

e individ

^凶

l

f i n a l 31 芯W町

h

血

.enexts

也容・

(e) Individual Final Answer (l minu

加）

百

1epar

世

c

悟釦包 w r i 白出

e

血凶組問邸

on

血

ewo

此

sh

白

t Figure I: Jigsaw

旬水戸

ocedw

宅

sin the

戸田制御

dy

3. 3.1 • .I.

取 llW 締法

pro，α＂＇Ill',

腎旬

f

舵混加 r t e die~句tmeSe

learnersh

御

'llction

官官旬

skprocedures were rigidly devised in co

凶

d

回訓

onofthe

］叩飢餓

corr

缶

xt,where expressing on

^白

elfin front of o

白

ersmay often be

旬

ken

ぉ

immodera

ぉ

orselfish, and therefore initi

鋭

ngconversation can some

由

nesbe hesi

旬

ted(Gray & L

伺血

e

巳

1999).

百由

con

白川凶

lcharac

刷

sticis seen even when l

伺

mersarewo

水面

gin small groups,

血

oughgroup work has generally beenゐundeffective in promp

出

g in

飽

ractionamong learners (Long & Porte

巳

1985;Varonis & G

ぉ

s,I 985). Ind

^民

d,in a pilot jigsaw

包

sk usingmlO'

血町伺

rtoonof Sazae‑san, only predominant

陥

mersspoke a lot and o

血

ersdid not question

^回

ch other in a group.η1erefo

問，

bpush ev1

句 f

l

伺

mer

め

h

副

ate

ぉ

king

伺

chother and express oneself

血

e a

^叫

1orde

吋

sedAsking Tune

釦

dα1e‑by‑onePresen

凶

onof the Answer be

島問

GroupDiscussion.

‑8‑

The Effects of Jigsaw Task Input Types on the Interaction for Second Language Acquisition

細

酬

民

泊 伊 也

血剖

ぽ 蜘

包

白 銅

O ' 由

也

旬 唱 ： e t

ji~w 旬sk

恥

包

旬

包

白紙

凶

由

百

託

由

也

戸

由

旬

血

記

倒 ・

伺

恥 随

旬

官

蜘

伺

旬

町

句 由

働 協

阪

包 白 血

伺

向

由

伺

館

鎚

姐

伺 n i n g

吋 i n g

協

凶

附

d i 吋

脚 也 知

刷 出

凶

低 保 協

旬

也

抑 制

回

凶

由

凶

ぉ

旬

由

伺

白 血

巾

血

由

C 凶

白 調

伺

百

凶 銘

∞ 伊

泊伊也

ぽ蜘

白銅

旬唱： e t

^{倒・}

^伺

恥随

^蜘

^伺

句由

働協

包白血

^伺

^伺

^鎚

脚也知

刷出

低保協

抑制

^伺

白血

白調

凶銘

^{郎総}

路加

明間

^あ

^部：め

^伺

加古

血ぽ飽

紘油

ぽ，

^伺

由民

ρ O U 俳句，

琶湖 ℃

白位

^戸

旬油姐

^叩

自己：

^伺

^伺