方略的観点からのテキスト分析 : 中学校編

概要

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Teachability of communication strategies (CS), i.e., whether or not CS-based instruction brings about desirable effects in second language acquisition, is a contentious issue in CS studies. This paper first indicates three major problems of empirical CS studies which have attempted to provide evidence for a positive view of teachability. One of them is concerned with lack of comprehensive examinations of teaching materials. To discuss and illustrate this problem, 21 English textbooks currently used in Japanese junior high schools were analyzed, referring to the theoretical and empirical outcomes of CS studies in the past. The result reveals that no systematic attempts to apply research results of CS studies are made in the analyzed textbooks. Based on this analysis, this study further discusses needed conditions to resolve the teachability issue and concludes that more examinations of teaching materials, observational studies, and empirical studies are required to predict precisely when and how to introduce CS-based teaching into classrooms.
全国英語教育学会の論文