著者

相澤 一美 落合 夏江 大崎 さつき

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.14, pp.151-160, 2003-03

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The gap between receptive and productive vocabulary seems to increase with progress in learning. It is estimated that Japanese EFL learners' receptive vocabulary is double the size of their productive vocabulary (Tono et al., 1997). However, what is not so satisfactory from a pedagogical standpoint is empirical data to explain how this discrepancy happens. This study is designed to compare the effects of the two teaching methods that focused on either receptive or productive aspects of vocabulary at the two different proficiency levels. The target words were presented to students followed by basic receptive drills. Later these drills were supplemented either by receptive or productive drills. The result showed that learners in the production-centered class outperformed their counterparts in the reception-centered class in receptive tests a week later. However, in productive tests, the upper receptive and the upper productive groups did not differ in scores of the productive test. A possible explanation will be discussed for the effects of vocabulary teaching in the Japanese EFL classroom.

著者

高桑 潤

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.12, pp.11-20, 2001-03

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This research presents two conclusions about EFL learner's syntactic processing in the written language. First, the experiment made on senior high school students showed the possibility that an enforced decrease of syntactic processing strategies leads to a smaller difference between comprehension and production. Second, it demonstrated that some of the subjects clearly followed the different syntactic processing mechanisms in comprehension and in production. Some could not comprehend relative clauses well though they could produce them. Others could not produce but could comprehend them. These results show the possibility that there is little difference between comprehension and production in EFL learners' pure syntactic processing in the written language, though the learners may have two different syntactic processing mechanisms running in opposite directions.

著者

田頭 憲二

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.12, pp.91-100, 2001-03

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Although it is generally thought that words which are difficult to learn are also hard to retain, researches on vocabulary learning often fail to grasp the evidence of this statement. We looked at foreign-language vocabulary forgetting in Japanese EFL learners (N=21), using a paired-associate learning in which English words were paired with Japanese translations. In the learning phase, the participants memorized all the words. Two post tests followed 4 days and 11 days after the learning respectively. The stimulus materials were controlled on word concreteness. Receptive testing took place (L2-L1 direction). It was found that 1) concrete words were less susceptible to forgetting than abstract words at 1st post test (4 days after). However, 2) this concreteness effect could not be seen between 1st and 2nd post tests (11 days after). Theoretical accounts of these findings were proposed.

著者

佐藤 大

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.17, pp.91-100, 2006

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This study aims to investigate English writing and speaking abilities through grammatical knowledge. The first step to cultivate learners who can use English productively is to understand the use of grammatical items when they want to express something in English. Junior high school students are beginner learners of English. They always make use of the knowledge which they learned in English grammar classes. However, they can not communicate with the ALT (Assistant Language Teacher) well. In this study, I tried to focus on teaching grammar to lead to communication. After learning grammar, students were forced to make sentences and speak using the grammatical items in regular English classes. Finally, an oral test and a written test were conducted to examine whether students can write or speak English using the grammatical item correctly. The future tense and "There is ..., there are..." were used in this study. This study attempts to examine the relationship between grammatical knowledge, writing and speaking abilities in a junior high school setting. 60 oral tests and written tests by 60 students were analyzed. As a result, some features on grammar were found.