QUALITATIVE DIFFERENCES OF THE GRAMMATICAL AND COMMUNICATIVE APPROACH ON LEARNING AND MOTIVATION

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Other Title
  • グラマティカル・アプローチとコミュニカティブ・アプローチが学習成果と学習意欲に及ぼす質的差異

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Description

The purposes of this study were 1) to examine the effects of The Grammatical Approach with explicit explanation of grammatical rules (GA) on the transfer of learning, and 2) to investigate the effects of The Communicative Approach combined with individual communicative activities (CA) on learner's motivation to learn, and their recognition of self involvement. Sixty-eight sixth graders, all twins, with no prior experience of learning English, were assigned to one of the two above methods and were taught beginning English for ten hours. The results indicated that GA showed siginificant differences in the transfer of learning in the area of written skills, whereas CA produced higher results in getting information through listening. Also, the results showed that learners of CA were highly motivated by the individual communicative activities and a deeper recognition of self involvement in learning English.

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Details 詳細情報について

  • CRID
    1390001205459367936
  • NII Article ID
    130004623942
  • DOI
    10.5926/jjep1953.43.1_92
  • ISSN
    00215015
  • Text Lang
    ja
  • Data Source
    • JaLC
    • Crossref
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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