インプット重視の文法指導(中井紀明教授退任記念号)

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タイトル別名
  • Input-based Grammar Instruction(Special Issue Dedicated to Professor NAKAI, Noriaki)
  • インプット ジュウシ ノ ブンポウ シドウ

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説明

In second language classrooms, some teachers are likely to have their students produce the newly learned target structures immediately after introducing the items. It seems that there is a mismatch between how teachers teach and how students learn a second language. The purpose of this paper is to examine how a second language is learned, and to discuss how teachers should teach grammar on the basis of the second language acquisition (SLA) process. In the SLA process, input comes first and then output; therefore, learners should not be required to produce the new target structures as soon as they are introduced. Input-based, as opposed to output-based, grammar instruction can be divided into exposure-based and response-based instruction. Exposure-based instruction can be further classified into input enrichment and input enhancement. Total Physical Response and oral introduction are effective ways of enriching input. Frequent inputs cause learners to pay attention to the target structures. Using bold text, underlying and highlighting are ways of enhancing inputs so they are likely to be noticed. Structured input activities are good response-based ways of teaching grammar, which do not require learners to produce the target structure; instead, they involve a stimulus to which learners must make some kind of response. Principles of response-based instruction are discussed in comparison with traditional grammar teaching, using examples of relative pronoun, past tense, and passive voice.

収録刊行物

  • 英米評論

    英米評論 (28), 37-52, 2014-03-18

    桃山学院大学

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