日本人英語教師とネイティブ英語教師の誤りの評価の相違 : 発達上の誤りと異音語間誤り
スポンサーリンク
概要
- 論文の詳細を見る
The number of Assistant Language Teachers (ALT) has been increasing for the last several years, and therefore Japanese EFL teachers are having more and more chance to discuss their students' non-standard language production with native teachers. This article reviews Takayama's (1992) study on error perceptions of native and Japanese teachers of EFL in order to make the error evaluation differences between the two much clearer, and then provides lists of which particular erroneous sentences caused the large gaps. Takayama had a set of 15 developmental errors and that of 15 interlingual errors evaluated by 40 native EFL teachers and 40 Japanese counterparts with criteria of intelligibility and pedagogical seriousness. When Takayama made overall comparison of each set of the 15 developmental and 15 interlingual errors, there were no significant gaps between native and Japanese teachers except pedagogical seriousness evaluation of the developmental errors. But when he looked at the teachers' evaluation of each erroneous sentence, he found such great gaps between native and Japanese EFL teachers as intelligibility of the developmental errors and pedagogical seriousness of the interlingual errors. Takayama's study seems to have a methodological weakness concerning his categorization of developmetal/interlingual errors. More sophisticated researches are needed in order to bridge error evaluation gaps between native and Japanese EFL teachers.
- 関東甲信越英語教育学会の論文
- 1994-03-01