英語学習入門期におけるインプットとアウトプットの相互作用についての実証的研究 : 中学校英語基本構文の定着度調査を通して
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This paper reports the results of a research which has been conducted during the past several years through three consecutive stages with a view to investigating the nature of interaction between input and output at the beginning stages of English language learning. The first-stage research investigated the nature of interaction between input and output within Japanese EFL beginners by measuring the degree of acquisition of several basic sentence structures through a guided composition test and then correlating the test scores with the treatment of those sentence structures in the textbook. The results indicated a significant correlation between the two, and also some variation in the degree of acquisition of basic sentence structures brought about by the surface features accompanying those structures. The second-stage research focused upon the issue of variation in the degree of acquisition of basic sentence structures apparently caused by their surface lexical features. It revealed that the degree of acquisition of the basic sentence structures varied to a significant degree, depending upon the contents of the chunks functioning as the grammatical subject and the predicate verb within each sentence structure. It also indicated that so-called slow learners are more vulnerable to surface alterations, thus presenting greater variability. The third-stage research investigated more in detail the nature of interaction between input and output through a guided composition test which employed different types of target sentences to measure the varying degrees of acquisition of basic sentence structures within junior high school students. The results indicate that the variability in the degree of acquisition of basic sentence structures will be brought about more by expanded chunks with familiar words than by normal-length chunks with unfamiliar words. The greater vulnerability for surface alterations within slow learners observed in the second-stage research has not been observed this time. Possible reasons are presented for this discrepancy. Finally, implications of these findings for English language teaching are presented.
- 奈良教育大学の論文
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