教育文法的観点による日本人英語学習者への冠詞指導

概要

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The essence of pedagogical grammar is that the rules should be simple. It also needs to specify the order of presenting the pedagogical rules as well as the method of presenting them. A quasi-experimental study was conducted from the perspective of pedagogical grammar in order to examine (1) the effect of the two teaching approaches (old vs. new approach), (2) the effect of the instructional order of English articles rules (either the definite / indefinite distinction comes first or the count / uncount distinction comes first) on Japanese high school learners' acquisition of the English article system. The new approach emphasized the uniqueness teaching the definite / indefinite distinction while the old approach did not. The new approach presented the dual nouns in the contrastive environment while the old approach did not. The results of the present study showed a significant effect of every treatment on the use of the indefinite article. It also found a significant effect of teaching the definite / indefinite distinction when the referent is countable. The study also showed that it was significantly better to teach the count / uncount distinction earlier than the definite / indefinite distinction.
全国英語教育学会の論文