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
田村 祐 原田 結以 加藤 大幾 原 和久 草薙 邦広
出版者
The Japan Society of English Language Education
雑誌
全国英語教育学会紀要 (ISSN:13448560)
巻号頁・発行日
vol.27, pp.169-184, 2016 (Released:2017-04-05)
参考文献数
26

Among foreign language teachers and researchers, it has been widely acknowledged that grammatical knowledge of a foreign language comprises two types of mental storage. One of the two, explicit knowledge, is quite likely linked to adjectives such as “slow” and “conscious,” whereas the other, implicit knowledge, is associated with words such as “fast” and “unconscious.” The present study challenges this conventional and popularized view, by addressing the consciousness and speed dimensions of Japanese EFL learners’ (N = 24) knowledge about tough movement. We conducted a grammaticality judgment task adopting two experimental paradigms: (a) a subjective measure of consciousness known as the meta-knowledge criterion, and (b) response time modeling. The participants judged the grammaticality of the stimuli under the two conditions, (a) control and (b) tough movement, and described their mental state during judgments (explainable vs. intuitive) trial by trial. We analyzed the dynamics among the recorded judgment responses, reaction times, and responses on the subjective measure. The results supported the hypothesis that the consciousness and speed dimensions intersect obliquely. This means that unconscious knowledge does not entail faster grammatical performance. Some pedagogical implications, particularly in light of English grammar teaching in Japan, are also discussed.
著者
羽藤 由美
出版者
全国英語教育学会
雑誌
全国英語教育学会紀要
巻号頁・発行日
vol.5, pp.31-40, 1994

This paper examines 'cognitive demands' of tasks as a possible cause of interlanguage(IL) variability. It begins with the definition of cognitive demands, and goes on to investigate their influence on cognitive operations involved in speech production. It will be suggested that the level of cognitive demands may be one of the external determinants of the learner's variable use of linguistic knowledge. This paper then identifies and examines several elements of cognitive demands, while simultaneously seeking to establish an analytic frame for assessing pedagogic tasks in terms of these demands. Such aspects as the degree of abstractions which tasks require the learner to make, and the range of meanings which tasks allow the learner to express, will be discussed. Finally, this paper specifies the danger inherent in 'unrestrained' forms of task-based approaches to second language(L2) teaching, and then suggests that regulating cognitive demands may be one way of evading that danger.
著者
Katsuhisa HONDA Takumi AOYAMA Takahiro TADOKORO Yusuke KIDA
出版者
The Japan Society of English Language Education
雑誌
全国英語教育学会紀要 (ISSN:13448560)
巻号頁・発行日
vol.28, pp.289-301, 2017-03-31 (Released:2018-04-10)
参考文献数
23

Some Japanese universities introduce an innovative overseas teaching practicum in pre-service training, and suggest quality and ability change for students who enrol in the practicum. The study aims to explore the changes of language teachers’ possible selves (Kubanyiova, 2009; Markus & Nurius, 1986) through the experience of the overseas teaching practicum. This paper provided examples of overseas teaching practicum focused on integrating the skills and knowledge that university students need, and reported the impact of the practicum on teacher trainees’ conceptual change about teaching and on their perceptions of English education. Data were collected using open-ended interviews with the five teacher trainees who participated in the oversea teaching practicum in 2015, and analysed through steps for coding and theorization (SCAT) developed as a qualitative data analysis method (Otani, 2008). It was concluded that the trainees saw the practicum as a positive experience that caused them to increase reflection on and revitalize their teaching. Some changes were noted from pre- to post-practicum in the trainees’ ideal and ought-to selves about learning and teaching English. This paper also discussed the framework of language teacher conceptual change (LTCC) for professional development (Kubanyiova, 2012).
著者
廣森 友人
出版者
全国英語教育学会
雑誌
全国英語教育学会紀要 (ISSN:13448560)
巻号頁・発行日
vol.23, pp.361-372, 2012 (Released:2017-04-24)

Recent research investigating how the motivation to learn English can be enhanced has included several studies that discussed numerous motivational strategies (i.e., methods and techniques to generate and maintain the learners' motivation). However, in order for the outcomes of these studies to be fully utilized in actual classroom settings, they need to be used diagnostically and applied directly to the subsequent educational improvement. This study examined how English learners perceive motivational strategies, and whether instructional practice in keeping with the appraisal of these perceptions influences their motivation toward English learning. The results showed that (1) learners with different motivations appraised the effectiveness of motivational strategies in different ways, and (2) less motivated learners seemed to benefit the most from the instructional practice using motivation diagnosis as references. Based on the results, some educational implications and directions for future research are provided.
著者
高田 智子
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.19, pp.231-240, 2008 (Released:2017-04-27)

Two groups of Japanese EFL learners were tracked and compared in their English communicative skills at three phases of secondary education: 7th, 9th, and 11th grades. One group learned English for three years in elementary school (ES) whereas the other did not. Quantitative analysis showed no statistical differences between the two groups at any of the three phases, suggesting that long-term effects of teaching a foreign language in elementary school (FLES) may not be expected. Qualitative analysis showed that FLES may produce mixed results. Some FLES students are willing to put efforts into language learning, whereas some others seem to have the perception that acquiring basic oral communication skills is the ultimate objective and do not seem to be motivated to go beyond that level. Thus, this paper suggests that FLES can be something of a double-edged sword.
著者
金山 幸平 笠原 究
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.27, pp.217-232, 2016 (Released:2017-04-05)
参考文献数
31

The present study aims to compare the effects of expanding and equally-spaced retrieval practice on long-term L2 vocabulary retention. Since the discovery of Ebbinghaus’ forgetting curve, expanding retrieval practice has been considered more effective than equally-spaced retrieval practice. Learners have been encouraged to review target items immediately after the first learning session, and then extend intervals between study sessions gradually, rather than have the same interval period between each session. The present study challenges this assumption. Participants in Group A (n = 34) learned 20 target words under the expanding condition (Day 1, 1, 8 and 22), while those in Group B (n = 19) learned the same 20 target words under the equally-spaced condition (Day 1, 8, 15 and 22). Twenty-one days after the learning session (Day 43), both groups took a delayed post-test, where they were asked to recall Japanese meanings for the English target words. This study revealed that the expanding group showed significantly better results than the equally-spaced group just after the first review session. However, there was no significant difference in long-term retention between the two forms of spaced learning, as long as both groups were given the chance to have four learning sessions.