王 林鋒

type:原著 本研究では、ヨーロッパ言語共通参照枠(以下、CEFRと略記)における複言語・複文化主義に基づく汎用的な学習モデルを構築するために、日本の中学校の英語教育で辞書引き学習モデルの実践と効果分析を行うことを目的としている。日本では、2017年3月の学習指導要領改訂により、初等教育からの英語教育が本格的に始まった。その一方で、日本語も含む学習者の言語学習に対する動機づけや学習方略の問題は教育現場の課題として残されたままである。CEFRの日本の外国語教育への受容は評価枠組の点に偏したものであり、CEFRの理念である複言語・複文化主義において重視されている個人の中の言語間の往還、架橋の問題は問題にされておらず、それぞれの言語における言語運用能力水準にしか関心がないのではないかと思われる1)。本研究では、複言語学習において国や言語を超えた汎用的言語学習方略モデルとして期待される「辞書引き学習」の、学習者に対する語彙学習への動機づけと学習方略の有効性について、一定期間の実践導入を通して明らかにする。また、CEFRの中核的な考え方である「言語学習における自律学習モデルの確立を複言語学習において行う」という課題に対する最適解を探究するためには乗り越えなければならない「壁」がある。それは、学習方略モデルの導入が外国語教育担当教師の授業におけるねらいを達成するものでなければならないということである。そのために中学校英語教育において同モデルを実験的に導入することで、語彙の理解に効果があるかを示す必要がある。具体的には、実験群と統制群を設定し、語彙検定を実施し分析を行う。本稿は、日本の中学校の英語教育における自律学習モデルとしての汎用的言語学習方略モデルの実践とその語彙力向上に対する効果について検証するものである。 The aim of this study is to practice and analyze the effectiveness of the Jishobiki “Lexplore" model in English language education in Japanese junior high schools in order to construct a generic learning model based on the biliteracy and biculturalism principle in the Common European Framework of Reference for Languages (hereinafter referred to as the CEFR). In Japan, English education from primary education began in earnest with the revision of the Courses of Study in March 2017. On the other hand, the issues of learners' motivation and learning strategies for language learning, including Japanese, remain an issue in education, as the acceptance of the CEFR into foreign language education in Japan is biased towards the assessment framework, and It is thought that the issue of crossing and bridging between languages, which is emphasized in the CEFR's philosophy of bilingualism, is not addressed, and that the focus is only on the level of language competence in each language. The present study aims to clarify the effectiveness of the `lexical dictionary drawing' model, which is expected to be a generic language learning strategy across countries and languages, in motivating learners to learn vocabulary and learning strategies through a period of practical implementation. In addition, there is a `barrier' that needs to be overcome in order to find the optimum solution to the problem of `establishing an autonomous learning model for language learning in bilingual learning', which is the core concept of the CEFR. That is, the introduction of the learning strategy model must fulfil the aims of the foreign language teachers in their classes. For this reason, it is necessary to experimentally introduce the model in junior high school English language teaching to show whether it is effective for vocabulary understanding. Specifically, an experimental group and a control group will be set up, and a vocabulary test will be conducted and analyzed. This paper examines the implementation of the generic language learning strategy model as an autonomous learning model in English language education in Japanese junior high schools and its effect on vocabulary development.

type:原著 本研究では、CEFRの理念である複言語主義に基づく汎用的言語学習方略モデルとしての「辞書引き学習」が英国の小学校におけるYear6児童のフランス語教育においてどのような効果を上げていたのかを検証する。具体的にはこの汎用的学習方略モデルとしての「辞書引き学習」実践が複言語主義のねらいを満たしていたかを、教師と児童の間で行われたフランス語学習と辞書引き学習に関する応答の逐語記録の質的分析により検証する。 This study examines the effectiveness of the CEFR's bilingualism-based generic linguistic common learning strategy model of `lexical learning (Jishobiki)' in the teaching of French to Year 6 pupils in the primary school in the UK. Specifically, we examine whether the practice of `lexical learning (Jishobiki)' as a generic learning strategy model fulfils the aims of bilingualism through a qualitative analysis of verbatim transcripts of responses between teachers and pupils on French language learning and lexical learning (Jishobiki).

This paper is a brief review of our meta-grammar project with special emphasis on the meta-grammatical activities conducted in Japanese classrooms. The first section describes the research questions and research procedures of the project; the second section reviews the recent history of language education in China with reference to grammar teaching; the third section is an analysis of secondary-school Japanese students' response to the meta-grammar classes as seen in the questionnaire survey; the fourth section considers how teachers found the project by analyzing their answers to the questionnaire and discussions at teachers' meetings; the fifth section presents the teaching materials we actually used in the experimental classes and describes how they were used; and the sixth and final section, based on the discussion up to this point, suggests the way this project can make a great contribution to the curriculum development of language teaching at the level of secondary education in Japan.

<p>This study seeks to analyze the rhetorical patterns within English textbooks for junior high-schools. Rhetorical patterns refer to the structure of connections, or links, between sentences within a text, and previous studies have identified up to seven basic rhetorical patterns within general expository texts. Accordingly, they are considered to be an essential factor in assessing whether a text is easy to understand. Moreover, some empirical studies, that have investigated the effects of different rhetorical patterns on reader comprehensibility, report that certain rhetorical patterns can facilitate readers in recalling the meanings of a text more accurately than other patterns. Based on a framework of rhetorical patterns, twelve units from two distinct themes were selected and analyzed from six authorized English textbooks for seventh graders, which were revised in 2012 with the implementation of new course study guidelines. The analysis results indicate that half of the selected units employ the "list" pattern, considered to incorporate the lowest level of connectivity in terms of textual structure, while half of the selected textbooks tended to utilize the same rhetorical pattern throughout their units. Moreover, the analysis of rhetorical patterns highlights the importance of textual structure and connectivity for research into the compilation of textbooks.</p>

The aim of this paper is to describe the results of the research designed to produce a new curriculum for developing the intermediate language learner's meta-grammar abilities and therewith suggest some new ways of curriculum development and classroom practice. This paper has a tripartite structure. The first part argues that the classroom practice focused on meta-grammar learning not only helps students to acquire linguistic abilities as well as work collaboratively but also helps teachers to improve themselves professionally through efficient collegial collaboration. The second part gives the quantitative and qualitative analyses of the pre- and post-tests measuring the effects of meta-grammar teaching at the level of the fifth year in secondary school. The analyses show that a couple of meta-grammar classroom activities have not affected students' ideas about grammar learning and problem-solving strategies but have helped them understand what they have learned and newly acquire grammatical awareness. The third part describes and analyzes the opinions of the teachers involved in meta-grammar teaching, who suggest the efficacy of meta-grammar instruction with focused contents to the fourth-year and fifth-year students who have learned the basic grammatical frameworks of Japanese and English. They also suggest some practical ways to incorporate meta-grammar activities into the regular school curriculum.

The aim of this paper is to investigate how secondary-school students' grammar learning in Japanese and English classrooms takes place with relation to their feelings about and attitudes towards grammar learning as well as to their learning strategies and how each of them is related to grammatical ability across individual languages such as Japanese and English. This research set out by hypothesizing that secondary-school language students can learn Japanese and English more effectively by acquiring ' meta-grammatical ability ' than by learning grammatical rules of Japanese and English separately in mono-lingual classrooms. We examined the relationships among their feelings concerning the usefulness of grammar, attitudes towards grammar learning, learning strategies, and the scores of a test on meta-grammatical ability by employing a questionnaire and a test on metagrammatical ability. As a result, by means of structural equation modeling, we demonstrated the relationships among students ' feelings, attitudes, learning strategies concerning grammar, and the meta-grammatical scores with a figure, and showed effective learning strategies on meta-grammatical ability.

This paper describes the theoretical basis of the research grant project which is designed to provide a set of methodologies to develop high school students' meta-grammatical abilities. The paper begins by explaining the purpose of the project and the key concept 'meta-grammatical abilities', which are supposed to enable students to analyze any language in a structural way. It then goes on to make historical surveys, respectively from the viewpoints of Japanese education and English language teaching, of grammatical approaches to language teaching, and finally suggests the possibility of combining some of those different approaches into a methodology of interlanguage grammar teaching.

The present study examined the impact of newly designed lessons for both Japanese and English language classes. These lessons were designed in order to offer opportunities for students to notice the similarities and differences in grammatical structures of different languages in order to develop their meta-grammatical awareness. Two kinds of lessons were newly designed for English language classes and Chinese classic literature classes taught in Japanese classes, and were used to teach 5th-year secondary school students in three classes. A pretest and a posttest were conducted to measure their grammatical knowledge of Japanese and English as well as meta-linguistic knowledge. / Through the analysis of the processes of the classroom discourse during the newly designed lessons, students' comments about the lessons, and the change between pre-and post-test scores, we examined the effects of students ' meta-grammatical abilities. The results showed that the students improved scores of all three types of knowledge and that the three types of knowledge correlated with one another. In addition, qualitative sampling analyses that focused on students with poor meta-grammatical knowledge implied that they acquired a means of noticing language rules meta-cognitively in their own ways and improved their cognitive work through meta-grammatical lessons.