著者

長 加奈子 川瀬 義清

出版者

全国英語教育学会 紀要編集委員会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.22, pp.201-215, 2011-03-31 (Released:2017-04-27)

---

This paper investigates the effectiveness of a cognitive linguistic approach to teaching countable and uncountable English nouns to Japanese learners of English in a classroom setting. For this study, a new teaching method and a worksheet were carefully developed for use in classroom teaching at junior and senior high school levels. Our first study investigated whether the cognitive approach led to significant gains in learning and showed that the students successfully learned the differences between countable and uncountable English nouns through a new teaching method based on the theory of Cognitive Linguistics. A second study was conducted to determine whether the new method was applicable from the teacher's point of view. This new approach was introduced to junior and senior high school teachers during a teacher-training course required for the renewal of a teaching license, and all the teachers who participated in the course were confident that they could teach countable and uncountable nouns without difficulties using this new teaching approach. Based on the results of these two studies, this paper argues that the cognitive linguistic approach to teaching countable and uncountable English nouns is more effective than traditional approaches and that the new approach is practical for administering to junior and senior high school students in Japan.

著者

長 加奈子 Cho Kanako

出版者

福岡大学研究推進部

雑誌

福岡大学人文論叢 = Fukuoka University Review of Literature & Humanities (ISSN:02852764)

巻号頁・発行日

vol.49, no.1, pp.121-134, 2017-06

著者

長 加奈子

出版者

福岡女学院大学短期大学部

雑誌

福岡女学院大学短期大学部紀要 英語英文学 (ISSN:09123377)

巻号頁・発行日

no.44, pp.33-49, 2008-03

---

This study investigates the factors that determine the difficulties of a doze test for Japanese learners of English. A total of 196 Japanese university students who were studying English in Japan were chosen for this study. The passage used in this study was consisted of 220 words. Every 7th word from the beginning was deleted and this passage was made into a 31-item doze test. The participants were asked to fill in the blanks with appropriate words, and their responses were scored based on the exact-answer scoring method. The results of this study indicate high reliability estimates (Cronbach α= .78, KR-21= .78) and high criterion-related validity. Correlation coefficient between the doze test and the TOEIC[○!R] scores is .82. Each item is analyzed based on Item Response Theory, and the results show that six items are too difficult to be included in the test and one item is excluded from the analysis because no participant answered it correctly. The article concludes with discussion of the implications of these findings.