中学英語カリキュラムにおける生成文法理論の適用について

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  • An Application of the Theory of Generative Grammar to the Curriculum in English for Junior High School Students
  • チュウガク　エイゴ　カリキュラム　ニ　オケル　セイセイ　ブンポウ　リロン　ノ　テキヨウ　ニ　ツイテ

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This paper aims to propose a new curriculum in English grammar for junior high school students in Japan from a generative perspective, pointing out troubles which we think the majority would have studying English grammar on the existing curriculum. Focusing on what generative grammar has revealed on grammatical properties of verbal elements in English, i.e. be verbs, main verbs and modal auxiliaries, we discuss in what order and how these properties should be introduced to English learners. Under the existing curriculum for junior high school students in Japan, students proceed mostly in the following order: 1 BE verbs, 2 main verbs, 3 interrogatives and negatives, 4 wh-interrogatives, 5 pronouns, 6 the third person singular present affix -s, 7 present progressive, 8 the modal auxiliary can, and 9 the past form of main verbs. However, it is doubtful whether this order is most effective for students to learn English grammar systematically. Especially, lower or elementary learners seem to face difficulties and obstacles in the order; more precisely, it is tough for them to understand how to make negative/interrogative sentences including the position of not, the inversion of be verbs and modal auxiliaries, and the usage of supportive do. It is possible that most of the difficulties are reduced to the learning order and teaching methodology on the current curriculum. What we attempt here is to provide a new curriculum in English grammar for junior high school students, on which a new teaching methodology in a modified order is proposed on the basis of generative grammar. First, we suggest that the general sentence structure "Sub（ject） ＋ Pre（dicate）," which should be modified by adding an element "α" to form "Sub＋ [α＋ Pre]," where α corresponds to be verbs, auxiliaries and affixes e.g. -s and -d. Next, we propose that whatever α is negative/interrogative sentences are derived in the same procedure i.e. adding not to α, and moving α, and that the difference of surface structure only comes from the property of affixes. The presentation is organized as follows; we overview the current curriculum in English grammar for junior high schools in Japan. Putting forth the significance of introducing "Sub＋ [α＋Pre]" form, it will be shown how we can utilize the form proposed for teaching methodology.

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