英語教授法としての通訳訓練法と文法読訳法の差異 : 認知言語学見地から

概要

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This paper discusses the comparative effectiveness of using interpretation exercises and grammar-translation as teaching methods. To achieve this comparison I used university students as subjects. The students were divided into two groups, namely lower and intermediate levels, based on TOEIC scores achieved prior to the introduction of the teaching methods. After ten to eleven week teaching sessions using both methods, the students sat the TOEIC test again to establish any improvement in their scores. The results showed that the subjects taught using the interpretation exercise method obtained higher scores than those by taught the grammar-translation method. I conclude that interpretation exercises include much heavier cognitive workloads than the grammar-translation method. According to cognitive linguistics, interpretation exercises could contribute to articulation and repetition rates on the phonological loop in working memory, leading to higher scores in the TOEIC test.