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
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.