日本人中学生における英語進行形の学習段階に関する研究 : Processability Theoryを基に

概要

論文の詳細を見る
This article investigates the stages Japanese junior high school students pass in the learning of the English progressive, mainly with regard to Pienemann's Processability Theory (1998). 98 second-year and 115 third-year junior high school students took a written test comprised of two components: semantic identification and sentence completion. In the former component the participants were required to identify the progressive meaning in Japanese, and in the latter they were required to produce the English progressive in appropriate contexts. Implicational analyses reveal that the following hierarchy exists in the learning of the progressive: the recognition of the progressive meaning ⊂ the learning of the morpheme -ing ⊂ the learning of the auxiliary be ⊂ the learning of the interrogative progressive. (The symbol ⊂ denotes is implied by.) The data also show that about half of the participants have not learned the auxiliary be, while they have learned the morpheme -ing. The article concludes that the stage difficult for many learners to attain is the learning of the auxiliary be.
全国英語教育学会の論文