英語構進の考え方とその体系的録音教材化
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概要
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Recorded materials, because of their auxiliary nature which supplements textbooks for ordinary classroom use, ought to satisfy two mutually contradictory conditions: one is the condition that they should be closely related to ordinary classroom textbooks and the other is that they should have universal applicability to different textbook and different students and schools. From this point of view, grammar-related recorded materials are much more advantageous than reading-related ones. Grammar is a set of rules by which sentences are made. All English sentences can be grouped in a limited number of different types of sentence structure. Sentence structure has some important characteristics: words, or structural units, the linear arrangement of which forms word order; the limited number of word classes, which are characterized by their particular formal changes and privilege of occurrence in certain places; laws of agreement, governing two structural units placed in relation and causing formal changes in them; a hierarchy of tree-diagrammed phrase structures, which is composed in such a way that two adjoining structural units form a construction, which, now as a construct, in turn stands in construction with the other unit, forming a larger construction, and thus keeps on repeating this process, until the sentence is finally reached as the last largest construction. In preparing recorded materials for the purpose of practising English sentence structure, we aim at drilling sentences as types in which all grammatical items necessary for sentence formation are woven as points on structure. We can set up two categories of sentences, kernel sentence and transformed sentence. The kernel sentence, which is supposed to be a set of simple sentences of active, declarative and present nature without modification of phrases or clauses, can be best practised by substitution; whereas, the transformed sentence, regarded as produced from the process of amalgamation of two kernels, can be best practised by transformation. Under these two major operations, we have devised 12 different drill operations. Each drill is composed of about 15 problems and the time required for the drill is approximately 5 minutes. It has a definite format. All the drill items we have made, 378 in total, form the two volumes of Drills in Basic English Structures. Our drills have some problems : this type of drill tends to lead the student to respond mechanically without regard to meaning; the sentences in the drill lack situations; the drills sometimes have some difficulty in obtaining a single-circuit response from the student; and there is a limit in the retentive capacity of the student's memory. To settle these problems, some solutions have been suggested.
- 外国語教育メディア学会の論文