文法指導の分類

Linguistic knowledge can be categorized into implicit knowledge and explicit knowledge. To explain the relationship between implicit knowledge and explicit knowledge, there are three different positions: （1） the non-interface position, in which explicit knowledge cannot directly transform into implicit knowledge, （2） the strong interface position, in which explicit knowledge can transform into implicit knowledge through practice, and （3） the weak interface position, which sees explicit knowledge as contributing indirectly to the acquisition of implicit knowledge by assisting in the noticing of gaps and insufficiencies in the learner’s knowledge. In this article, I will attempt to make a classification of grammar instruction from the position of the weak interface. 　Grammar teaching, or Form-focused instruction （FFI）, can be classified into three types: Focus on Form （FonF） vs. Focus on Forms （FonFs）, implicit instruction vs. explicit instruction, and methodological options regarding approaches to implementing the techniques and procedures involved. 　FonF instruction is an approach that involves an attempt to induce incidental learning through instruction by drawing learners’ attention to linguistic forms while they are communicating. FonF contrasts with Fon- Fs, which involves intentional learning on the part of the learners, and the primary goal of which is to help learners to master grammatical features listed in the structural syllabus, and the primary focus of attention is code as opposed to message. 　As for the second type of classification, it is possible to make a distinction between implicit instruction and explicit instruction. The key difference lies in whether the instruction attracts or directs attention to form. Implicit instruction attracts learners’ attention to examples of linguistic forms with the aim being the inferring of rules without conscious awareness on the part of the learners. On the other hand, explicit instruction directs learners to attend to grammatical forms and develop metalinguistic awareness of their rules and constructions. 　As both FonF vs. FonFs and implicit vs. explicit instruction distinctions are of theoretical interest and abstract, they are not adequate as a basis for classifying FFI at the classroom level. The final type of classification, which appears to be more concrete than the others, is a methodological option-based framework, in which FFI can be divided into proactive FFI and reactive FFI. Proactive FFI can further be categorized into consciousness-raising tasks which are directed at developing learners’ explicit knowledge, and input-based and output-based language processing which have the aim of fostering implicit knowledge. It should be noted, as the weak interface position claims, that explicit knowledge can perform the function of working as monitor at all the stages from input through output during language learning processes.