Friday, Session 1 - Oxford 1 and 2
At advanced levels of senior secondary language learning, many students can be considered gifted language learners.
This study observes a small group of senior secondary language learners, and their response to a speech writing task. It collected data from the
students while they were preparing, their actual speech texts, and a post-task discussion.
The learning context for these students, including autonomous learning outside school, is designed to support production of more sophisticated language and ideas, and an impetus to develop opinions about personal future goals, in Japanese. The study offers some insights into pedagogy for gifted language learners, and catalyst elements operating in the learners which contribute to constructing talented language development.