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インプット重視の文法指導(中井紀明教授退任記念号)
https://stars.repo.nii.ac.jp/records/132
https://stars.repo.nii.ac.jp/records/1328e43bf37-4f71-4819-b889-d0237e3af0aa
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
島田勝正 (288.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-06-17 | |||||
| タイトル | ||||||
| タイトル | インプット重視の文法指導(中井紀明教授退任記念号) | |||||
| タイトル | ||||||
| タイトル | Input-based Grammar Instruction(Special Issue Dedicated to Professor NAKAI, Noriaki) | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 文法指導 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | インプット | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 気づき | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
島田, 勝正
× 島田, 勝正× SHIMADA, Katsumasa |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 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. | |||||
| 書誌情報 |
英米評論 en : ENGLISH REVIEW 号 28, p. 37-52, 発行日 2014-03-18 |
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| 出版者 | ||||||
| 出版者 | 桃山学院大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09170200 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10208093 | |||||
| 論文ID（NAID） | ||||||
| 関連タイプ | isIdenticalTo | |||||
| 識別子タイプ | NAID | |||||
| 関連識別子 | 110009892126 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
