Our previous study clarified that a simple triggering instruction for switching L2 learner’s viewpoint from objective to subjective could work as a kind of cognitive communication strategy to improve their English utterances. In the experiment, participants looked at pictures and were instructed to utter anything that came to their mind in English. When they were instructed to begin the task by saying likes and dislikes of the picture, their utterances changed qualitatively; subjective expression increased and objective description decreased. The present study investigated the similar effects of a triggering instruction on participants’ English utterances in more realistic experimental setting. Ten Japanese university students viewed videos of street-walking in New York or Tokyo, and were instructed to utter anything they watched or felt in English as much as they could. Videos were projected on a hemisphere screen with 130cm in diameter so that participants got a virtual-realistic experience. In the second half of the experiment, participants were additionally instructed to perform the task as if they introduced the street to the viewers of the video. Participants’ utterances were segmented into meaning units, the minimum unit of words that makes sense, each of which was classified as either an objective description of what is shown in the video or a subjective expression of what participants felt and thought. The results reinforced our previous findings; the subjective expression increased from the first to the second half, while the objective description did not change.

Authors:
Noriko Aotani, Tokai Gakuen University, Japan
Shin'ya Takahashi, Tokai Gakuen University, Japan

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