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英語学習活動分析 : 英語指導技術としてのゲスワーク活動の有効性
https://bunkyo.repo.nii.ac.jp/records/578
https://bunkyo.repo.nii.ac.jp/records/578e6f0aab7-81bb-4736-94ab-4b4fd42064aa
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BKK0000647.pdf (630.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-03-18 | |||||||
| タイトル | ||||||||
| タイトル | 英語学習活動分析 : 英語指導技術としてのゲスワーク活動の有効性 | |||||||
| タイトル | ||||||||
| タイトル | An Analysis of an English Learning Activity : Effectiveness of the Guess Work as an English Teaching Technique | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題 | ETYP:教育関連論文, STYP:中学校, SSUB:英語 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| タイトル カナ | ||||||||
| その他のタイトル | エイゴ ガクシュウ カツドウ ブンセキ エイゴ シドウ ギジュツ トシテノ ゲスワーク カツドウ ノ ユウコウセイ | |||||||
| 著者 |
松本, 泰憲
× 松本, 泰憲
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| 著者 | ||||||||
| 値 | Matsumoto, Yasunori | |||||||
| 所属機関 | ||||||||
| 値 | 文教大学大学院言語文化研究科 | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The purpose of this paper is to show that the "guess work" used as a learning activity in an English classroom is effective from the viewpoint of second language acquisition. A videotaped English class in a junior high school was used in transcribing and analyzing the activity. The guess work is a language learning activity which is widely used in junior high schools. Teachers imagine a word (e.g. a dog, an apple, a nose) beforehand and ask students what it is. Students guess the word, producing interrogative sentences like "Is it a dog?", "Is it an orange?" and so on. The effectiveness of this activity is supported from the two points. First, language acquisition is facilitated through negotiation of meaning, according to the interaction hypothesis. When students don’t know what to say because of the lack of knowledge of the target language, they can get over the lack with the help of negotiation of meaning. For example, they may ask the interlocutor "What is the meaning of the last word?". This negotiation continues until they understand the interlocutor’s utterance completely. This process leads to language acquisition. Second, according to the output hypothesis, students are required to utter grammatically correct sentences. If they utter wrong sentences, the errors are corrected by teachers and they are encouraged to produce the correct form again. This process also leads to language acquisition. The point that students are encouraged to ask questions spontaneously is particularly important, because the opportunities to use the target language spontaneously in Japan where English is learned as a foreign language are limited. To make this activity more challenging for students, teachers need to encourage the students to use the formulaic expressions like "What color is it?", "Is it big or small?" and so on. Thus, the students know the varieties of questions and more advanced language acquisition will be expected. |
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| 書誌情報 |
言語と文化 en : Language and Culture 巻 13, p. 88-103, 発行日 2001-03-01 |
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| 出版者 | ||||||||
| 出版者 | 文教大学大学院言語文化研究科付属言語文化研究所 | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 09147977 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 本文言語 | ||||||||
| 値 | 日本語 | |||||||
| 本文言語 | ||||||||
| 値 | 英語 | |||||||
| ID | ||||||||
| 値 | BKK0000647 | |||||||
