目次

巻頭「紀要の発刊に寄せて」
論文

水冷式油圧シリンダの開発

学長…………………………… 十朱

荒木信幸

寧、鈴木隆太郎、橋本裕司、生田礼次

リチウムイオンバッテリーの経時特性測定用プログラムの開発

一

7

武治

17

一、袴田吉朗、中田篤史

23……………………………………………………………………… Yusuke KOUZAI and Akihiro SAITO

27

オブジェクト指向による３D 格闘ゲームエンジンの構築 …………………………………… 玉真昭男

35

GPU を用いた線型計算の高速化と Runge-Kutta 法への応用

43

スマートグリッドに適した絶対時刻同期通信システムの検討……………… 袴田吉朗、恩田

1……………………………… 郡

蓄電型 PV/EV 充電システム用バッテリーマネジメントシステムの開発……………………………………………………………………………… 恩田
Organ- and stage-specific expression of the lectin gene in tomato

着衣状態における触識別能力を測る… ……………………………… 幸谷智紀…………………………………………………………… 宮岡

徹51……………………… 三原康司

59

高顧客満足提供のためのサービスセンサの設計－制御システム理論によるサービスエンカウンターシステム研究－

日本人 EFL 学習者の動機づけ，L2 自己，国際的志向性の関連性の検証…………………… 今野勝幸

67

COMMUNICATIVE REPAIR STRATEGIES IN FOREIGN LANGUAGE CHAT ROOMS……………………………………………………………………… Nami TAKASE and Adam JENKINS

77

大学生の生活習慣，運動実施状況及びスポーツ情報への接触形態に関する調査研究……………………………………………………………………………… 望月知徳、桑原

研究ノート

活性化粉末を用いたガス窒化法によるアルミニウムの表面改質

潤、富田寿人83…………………………… 吉田昌史

95

キラル二核バナジウム触媒を用いた不斉酸化反応…………………………………………………… 桐原正之、鈴木通恭、後藤匠、石塚勇貴、滝澤忍

101

MOVING FORWARD: USING ONLINE TECHNOLOGIES TO ADVANCE READING COMPETENCY…………………………………………………………………………………………… R.Gregg MCNABB

105

時間対称量子力学における実在と遡及因果 －見ていないときに何が起こっているのか－

豊109…………………………………………………………………………… 常吉俊宏

115

技術報告及び資料

緑茶葉からの DNA 抽出… 榛葉

袋井関連人物参考資料目録（４）～名倉孝（遠州鬼秀）関連資料目録（その２）～…………… 小栗勝也

119

袋井関連人物参考資料目録（５）～名倉孝（遠州鬼秀）関連資料目録（その３）～…………… 小栗勝也

129……………………………… 吉田昌史、内海能亜、野﨑孝志

137

教育関連報告教育教材としての卓上深絞り機の開発

電気電子工学科の情報・通信実験における PBL 項目の立ち上げ－ H8/3069F マイコンを用いた電子回路の設計と製作－……………………………………… 袴田吉朗

143

平成 24 年度インターンシップ実施報告 －一貫したキャリア教育を目指して－……… 石田隆弘、安昭八、高橋久、笠谷祐史、野村恵美子、金久保正明、青島偉夫、吉國博昭

ワン・チップ計算回路の設計・試作 ［ものつくり教育］ …………………… 波多野裕、岡部恵太

153
167

Contents
Ｐｒｅｆａｃｅ

President

Nobuyuki ARAKI

Original Papers

Development of Water-cooling Hydraulic Cylinder…………………………… Ning ZHU, Ryuutarou SUZUKI, Yuuji HASHIMOTO and Reiji SYOUDA

1

Development of a Program for Measuring Lithium Ion Batteries Time Elapsed Characteristics………………………………………………………………… Yoshiro HAKAMATA and Hajime ONDA

7

A Synchronization Network System with Absolute Time for a Smart Grid ……… Takeharu KOHRI

17

Development of a battery managing unit for a photo-voltaic electric power generation system………………………………………… Hajime ONDA, Yoshiro HAKAMATA and Atsushi NAKATA

23

Organ- and stage-specific expression of the lectin gene in tomato……………………………………………………………………… Yusuke KOUZAI and Akihiro SAITO

27

Development of an Object-Oriented Game Engine for 3D Fighting Games … …… Teruo TAMAMA

35

Acceleration of Numerical Linear Computation by Using GPU and its Application to an Efficient
Implementation of Runge-Kutta Methods …………………………………………… Tomonori KOUYA

43

Measurements of distinguishing abilities of clothed buttocks … …………………… Tetsu MIYAOKA

51

Service Sensor for High Customer Satisfactions–The Study of Service Encounter System based on Control System Theory–… …… Koji MIHARA

59

Examining the Relationship Among Motivation, the L2 Self and International Posture of Japanese EFL Learners…………………………………………………………………………………………… Katsuyuki KONNO

67

COMMUNICATIVE REPAIR STRATEGIES IN FOREIGN LANGUAGE CHAT ROOMS……………………………………………………………………… Nami TAKASE and Adam JENKINS

77

Research on Lifestyles, Sports Activities and Contact with The Sports Information in University Students………………………………………Tomonori MOCHIZUKI, Jun KUWAHARA and Hisato TOMITA

Research notes

Surface Modification of Aluminum by Gas Nitriding using Activation Powders …… Masashi YOSHIDA

83

95

Asymmetric oxidation catalyzed by chiral dinuclear vanadium catalysts…… Masayuki KIRIHARA, Michitaka SUZUKI, Takumi GOTO, Yuki ISHIZUKA and Shinobu TAKIZAWA 101
MOVING FORWARD: USING ONLINE TECHNOLOGIES TO ADVANCE READING COMPETENCY…………………………………………………………………………………………… R.Gregg MCNABB

105

Reality and Retrocausation in Aharonov's Time Symmetric Quantum Mechanics–What happens, when I don't look it?–

… ………………………………………… Yutaka SHINBA

109

A Simple Protocol for DNA Extraction from Green Tea Leaves……………Toshihiro TSUNEYOSHI

115

The Bibliography of Persons related to Fukuroi city ; vol.4… ………………………… Katsuya OGURI

119

The Bibliography of Persons related to Fukuroi city ; vol.5… ………………………… Katsuya OGURI

129

Technical Report and Materials

Education –related Reports

Development of Table Top Deep Drawing Machine as Teaching Material……………………………………………

Masashi YOSHIDA, Noah UTSUMI and Takashi NOZAKI

137

Startup of a Project Based Learning subject for the Information and Communication experimentin the Department of Electrical and Electronic Engineering–Design and construction of an electronic circuit using an H8/3069F micro computer–………………………………………………………………………………………

Yoshiro HAKAMATA

143

The Internship Program in 2012 For Career Education……… Takahiro ISHIDA, Syohachi YASU, Hisashi TAKAHASHI, Hirofumi KASATANI,Emiko NOMURA, Masaaki KANAKUBO, Hideo AOSHIMA and Hiroaki YOSHIKUNI153

An Advanced Production Activity Education: Design and Fabrication for a One-Chip Calculation Circuit……………………………………………………………………

Hiroshi HATANO and Keita OKABE

167

紀要の 発 刊 に 寄 せ て
学長 荒 木信幸

静岡理工科大学は，大学としての基本的な役割である「教育」・「研究」・「社会貢献」についての理念を具現化するための活動を日常的に行っています．また，本学の歴史や置かれている立場に基づいた特徴ある活動も行っています．このような活動の成果あるいは経過を一定期間毎に大学としてまとめて公表し，社会から評価を受けることは，大学として重要な業務となっています．
このことは，近年，社会の中の公共的な組織として義務であるとの位置づけが強まっています．
この場合，大学が公表する方法や手段，さらには評価の受け方には目的に応じて色々な種類があり，効果的に対応する必要があります．
静岡理工科大学紀要は，教員の研究成果の発表の場として，本学が開学した年度の 1992 年 3 月に創刊準備号として発刊されました．続いて，次の年の創刊号から毎年発行され，今回の 2013 年
版で，21 巻目となりました．当初は，主として，人文・社会・外国語・保健体育部門の論文を掲載し，理系教員の研究成果は，それぞれの学会誌に発表することを期待していたようです．その後，内容に検討が加えられ，理系・文系の区別なく研究成果を掲載するようにし，論文のみでなく，研究ノート，技術報告・資料，レビューなどの貴重な資料などをまとめて公表する場としました．
さらに，大学院を修了した学生の修士論文概要を全員分掲載し，第 8 巻からは，教育関連報告と言うジャンルを設け，教育を重視する大学の姿勢を表すものとなりました．
さらに，2010 年度に，大学からの発刊物における重複掲載などの整理をしました．その結果，それまで本紀要に掲載されてきた教員の研究活動記録（学会誌に採択された論文の抄録，学会発表の記録，発刊した著書等のリストなど）の部分は，別に発行される「教育・研究活動一覧」に統一することとしました．それぞれの役割を持った刊行物の充実を図るものとして御理解いただ
きますようお願い致します．
豊かな人間性を基に，やらまいか精神と創造性で地域社会に貢献する技術者を育成することが，本学の理念であり，研究成果を地域社会に還元していくことが本学の使命の一つになっています．
そのような使命を遂行するために，本紀要が，本学の教職員はもとより，地域の方々にとって，大いに役に立つ存在であることを願っております．
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COMMUNICATIVE REPAIR STRATEGIES IN FOREIGN LANGUAGE CHAT ROOMS
Nami TAKASE* and Adam JENKINS**
ABSTRACTTechnology can enhance language learning by offering more opportunities for student interaction in the
L2. In text-based chat rooms the real-time nature of communication as it occurs in face-to-faceconversation is preserved. One potential difference between face-to-face conversations and chat rooms
is how communication is maintained through communicative repairs. In this study, we examined thecommunicative repairs learners use in chat rooms. In our data, students used recasts for repairs overother strategies. Additionally, we found that the repairs followed the self-initiated self-repair and otherinitiated other-repair patterns. We hypothesized that questions would also be used for repairs, however
the data did not support this hypothesis.
Key words: chat, online, language, interaction, repair

Introduction
Creating opportunities for students to interact
in the L2 has important consequences for SLA(Long, 1981). These opportunities need not be
restricted to face-to-face communication.
Online settings such as text-based chat rooms
can serve as additional platforms for language
learning (Blake, 2008). These can provide
unique opportunities for learners to interact andreflect on their discourse in the L2 as a lasting
record of the interactions remains after theutterances are made. Swain and Lapkin (1995)
argue that L2 output through interaction may
trigger certain cognitive processes necessary
for second language learning. During student
interaction, communicative difficulties may
arise that require the students to effect a repair.
Tudini (2010) points out that such repairs
provide opportunities for learners to observe
their own language as the meaning is being
negotiated. Repairs in interaction can help
language learners to monitor and test
hypotheses about the language. In other words,
repairs focus learners’ attention to the language* Received March 1, 2013*
Shizuoka University of Art and Culture**
Center for Student Education Resource
2013 年 3 月 1 日受理*

静岡文化芸術大学**

教育開発センター

in a meaningful context and this is beneficial tolanguage acquisition (Gass, 1997). Text-based
chat rooms allow learners to view and review
their utterances including communicative
repairs. Therefore, knowledge of how learners
effect repairs through interaction in online
settings can inform language learningpedagogy.
Wong and Waring (2010, p.212) define repair
practices in face-to-face interaction as “way ofaddressing problems in speaking, hearing, orunderstanding of the talk”. Furthermore repair
practices can be categorized into four types ofrepair based on who initiated the repair andwho finished the repair: (1) self-initiated selfrepair; (2) self-initiated other-repair; (3) otherinitiated self-repaired; (4) other-initiated otherrepaired (Wong and Waring, 2010). Techniquesthat speakers utilize to effect repairs include
abandoning the started repair attempt (i.e.
evasion), using repair initiators such as‘Pardon?’ ‘Sorry?’, and Wh-interrogatives orby using repetition and recasting (i.e. asking for78

clarification) (Wong and Waring, 2010).
Research done by Tudini (2005) found that
self-initiated self-repairs are more frequent
among non-native speakers (NNSs) in chatroom conversations than with native speaker
and NS-learners in the chat room. In addition,
Tudini (2004) argued that studies conducted ingroup settings (e.g. Negretti, 1999) as
inappropriate because the group interactions ina chat room tend to form multiple conversation
threads making the task too difficult for the
language learners.
Online chat room interaction shares several
features with spoken interaction, such assynchronous communication, and turn-by-turn
co-construction of interactions. Anothercharacteristic that is common between chatrooms and spoken conversation is repair
sequences (Tudini, 2010). Some differences
can be expected. For example, as the chat room
leaves a lasting record, the repetition ofutterances would normally be superfluous.
Moreover, referring to past utterances would
also be made easier by the existence of the chatlog. However, some types of repair can be
expected to be common to both spoken
language and the language of chat rooms. In
this study, we investigated the types of repair
strategies effected by NNSs of English in a chatroom discussion.
MethodParticipants
The 64 participants in this study were twoclasses of second year engineering university
students in Japan. The class met once a week
for 90 minutes. The class is a required English
class focusing primarily on reading skills. Allof the students are NNSs and their level ofproficiency ranges from beginner to lowintermediate. The students were not trained touse repair strategy prior to the study.
The Task
The chat room discussion was conducted in theclassroom using students’ personal computers.
Students were randomly assigned to groups ofthree to four members and entered the chatrooms using their actual names. One member in

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each group was designated discussion leader inorder to facilitate the discussion. Each group
was provided with the following discussion
topics: Topic 1 - What is important foruniversity students to be healthy? (Discuss both
physically and mentally), Topic 2 - If you had
a lot of money and time, would you go to
Vancouver? Where would you go abroad? Why
would you like to go there? Topic 3 - When you
buy clothes, what is the most important factor?
(Material, brand, color, style, price, smell,size). Discussion leaders were instructed tofacilitate and generate discussion and elicit
opinions from the group members. The time
allocated for the activity was 45 minutes. Afterthe discussion, students were required tosubmit open-ended reports in their L1
regarding which topics were difficult or easy to
discuss in online chat.
Text Analysis
The chat log data was downloaded andanalyzed for linguistic patterns that represented
repairs. Specific patterns were selectedaccording to criteria from Wong & Waring(2010): Wh-interrogatives, Yes / No questions,
repetition,
recasting
(“You
mean”
understanding check), and evasion. Long
pauses, over three minutes, were also examinedfor evidence of communicative difficulty. Eachutterance in the chat log was counted andcategorized by both authors to ensure interrater reliability. Learners’ reports were also
categorized and counted.
Results
Chat Log Data
Across the 19 chat rooms, there were a total of1049 turns or utterances including 232
interrogative utterances. All utterances
functioning as communicative repairs were
found in the form of recasts. In total, 15
instances of recasting were found. Of these,nine were self-initiated self-repairs and six
were other-initiated other-repair including one
repair with a code-switch to the L1.
A: Why would ypu like to go
there? everyone.
A: miss. ypu→you
Excerpt 1. An example of self repair.

静岡理工科大学紀要

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F: What is it good?
G: What is healthy food?
Excerpt 2. An other-initiated recast.

Interrogatives were investigated as potential
repair instances. Wh- interrogatives were foundin 209 utterances and Y/N- questions in 23
utterances. However, none of these questions
could be linked to instances of communicative
difficulty and hence were excluded from therepair count. All of the interrogatives were
found to be either further developing the topic
or opening a new topic for discussion.
Repetition was found in 65 utterances. In 62 ofthese utterances there were no signs ofcommunicative difficulty preceding therepeated utterance and hence were excluded
from the repair count. The remaining three
repeatedutterances
serveddiffering
communicative functions such as attracting
attention and emphasizing a particular point.
11:13 H: what sports do you
like to do?
11:13 H: what sports do you
like to do?
I: I like to play tennis.
Excerpt 3. Repetition potentially from a computer error.

Overly long pauses greater than three minutes
were found 63 times. The utterances
immediately following these long pauses were
examined for sources of communicative
difficulty and communicative repair. Theseutterances included interrogatives in 18 casesand declaratives in 39 cases (6 other). 16 ofthese questions and one of the declaratives
were attempts to change the topic.
09:55 E: True？
(long pause)
09:58 C: Mr,Txxxxxxx
up
09:58 E: ok

harry

Excerpt 4. Chat log with long pause showing time stamp.

Learners’ Reports
Out of the 64 students, 35 reported having
difficulties developing the conversation. 25
reported difficulty expressing themselves inEnglish. 10 reported that the lack of time
constraints permitted the use of dictionaries andtextbooks as a reference. Three reported theability to read the text made it easier for themto respond. Other comments included it wasless of a burden to exchange opinions inEnglish in an online environment, and also thatthe chat room task was easier than spoken
conversations because they did not have toworry about pronunciation.
Discussion
Our data support the results of Tudini’s (2005)
study. Out of the 15 recasts, nine were selfinitiated self-repairs. All of these were dealing
with difficulties with spelling or word-choice.
Online text chat provides more opportunity for
self-initiated self-repair than other types due tothe reviewable chat history making the selfmonitoring and identification of language
inaccuracies more salient, promoting repair
initiation. The chat history is also a potential
source of learner motivation from the pride in
fixing one’s own mistakes rather than thehumiliation of having others make thecorrections. The other six recasts were of theform other-initiated other-repair. There were nocases of self-initiated other-repair or otherinitiated self-repair. In all cases, the repair
initiator also completed the repair. This isevidence for a lack of communicative cooperation between the discussion members
even though they were co-operating tocomplete the task.
Also the results show that learners mostly usedrecasts to gain mutual understanding. Recasts
were used over Wh- or Yes/ No interrogatives
for repairs. When faced with difficulties,
learners rephrased the utterance or used
question marks to point out the source of the
difficulty. It is difficult to ascertain why Wh- orYes/ No interrogatives were not utilised for
repair. One possibility is that as the students
were not trained in using interrogatives tocheck meaning before the task, recasts instead,were used as a simpler solution. Anotherpossibility is that the repair shifted from eachof the interlocutors to an external referencesuch as a dictionary or textbook. Unfortunately
this is impossible to verify as it would not bereflected in the chat logs.

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Repetition was also frequently observed but
only two utterances were accepted as a repair.
The majority of repetition was due totechnological issues such as carelessly hitting
the response key or trying to get a faster
response from the computer. Although Wongand Waring (2010) include repetition
techniques for repair, our results did not reflect
this. This was unsurprising as the ability tocontinually review past utterances in the chatlogs eliminates the need for repetition as arepair, although it was used for emphasis in ourdata.
Long pauses clearly mark areas of difficulty ina spoken conversation where there areopportunities for repairs. Long pauses overthree minutes were common in the chat logs
but only two could be counted as potential
repair opportunities. Rather than engage inrepairs the students tended to evade thedifficulty by changing the topic. Moreover,interrogatives were preferred over declaratives
as a mode for changing the topic. Further
investigation found that majority of long pauses
occurred where the conversation had stalled
due to either the discussion having exhausted
the topic, or linguistic difficulties in expressing
ideas in English. This finding was further
supported by the learners’ reports, in which 35of the students (55%) reported having difficulty
developing the conversation and 25 (39%)
reported difficulties in expressing ideas inEnglish.
Finally, the participants were sensitive to thediscussion leader’s role in leading thediscussion. In eight instances, non-discussion
leaders attempted to change the topic. In threeof these instances, the attempts were ignored by
the other members. However, all of the fivesuccessful attempts followed long pauses
greater than three minutes. In sum, long pauses
predicted the successful outcome of nondiscussion leaders’ attempts to lead theconversation and change the topic.
Conclusion
Among the various linguistic patterns possible
for a repair in a face-to-face conversation,
recasts were frequently observed in the chatVol.21,２０１３logs. In particular, self-initiated self-repairs
which dealt with lexical items were found morecommonly used to modify output during theirinteraction. On the other hand, evasion andoverly long pauses mostly did not account for
repair practices so much as signaling stalled
discussions. The results from the learner’sreport supported this hypothesis. Repetition
was not used as a repair because chat rooms
already provide reviewability of the text.
The chat room medium offers visual,reviewable text. It increases the likelihood oflearners noticing the gaps in their interlanguage
through reflection. Instruction in repair
strategies using chat rooms as a practiceplatform supports language development insome ways more effectively than in face-toface practice due to the ability of learners to reread and review how the conversation
develops. On the other hand, repetition as arepair strategy is made redundant by thepresence of the chat history. As such,
instruction in using repetition as a repair
strategy in online chat is inauthentic andperhaps inappropriate, though it may increase
the salience of repetition use. Online chatrooms provide foreign language learners with
opportunities to engage in and reflect on theirlanguage including repair practices.
References
1)
Blake, R. (2008). Brave New DigitalClassroom Technology and Foreign
Language Learning. Washington,D.C.:
George University Press.
2)
Gass, S. M. (1997). Input, interaction,and the second language learner.
Mahwah, NJ: Lawrence Erlbaum.
3)
Long, M. H. (1981). Input, interaction,and second‐language acquisition. Annalsof the New York Academy of Sciences,379, 259–278.
4)
Negretti, R. (1999). Web-based activities
and SLA: A conversation analysis
research approach. Language learning &technology, 3, 75–87.
5)
Swain, M., & Lapkin, S. (1995).
Problems in output and the cognitive
processes they generate: A step towards
second language learning. Applied
linguistics, 16, 371–391.

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6)

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9)

Tudini, V. (2004). Virtual Immersion:
Native Speaker Chats as a Bridge toConversational
Italian.
Australian
Review of Applied Linguistics, 18, 6380.
Tudini, V. (2005). Chatlines forbeginners: Negotiating conversation at a
distance. Distance Education andLanguages, 212–229.
Tudini, V. (2010). Online Second
Language Acquisition: Conversation
Analysis of Online Chat. London:
Continuum.
Wong, J., & Waring, H. Z. (2010).
Conversation analysis and second
language pedagogy: A guide for
ESL/EFL
teachers.
New
York:
Routledge.

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