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YAMADA, Toshiyuki
概要:
Departmental Bulletin Paper<br />This paper proposes new notions of EFL and TEFL for better English education in Japan. Generally, EFL and TEFL are abbreviations of English as a Foreign Language and Teaching English as a Foreign Language,
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respectively. In Japan, people living there learn English as a foreign language because the target language, English, is rarely used in daily life except for the classroom. Consequently, English teachers, both Japanesespeaking teachers of English and Assistant Language Teachers, are forced to teach English as a foreign language at school. In this paper, we explore Error-Finding Learning (EFL) as an effective method of grammar acquisition and Teaching by Error-Finding Learning (TEFL) as a new grammar instruction. It will be clear that in consideration of an EFL context in Japan, our EFL is effective to Japanese-speaking learners of English, and that as a practice of TEFL in Japan, our TEFL is consistent with the notion of active learning emphasized in the current Course of Study for English education. This paper sets the theoretical framework for proposing new notions of EFL and TEFL, and discusses its practical implications.
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YAMADA, Toshiyuki
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Departmental Bulletin Paper
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YAMADA, Toshiyuki ; ONOZATO, Kenta ; YANAGAWA, Sachie ; UEHARA, Keiko ; 山田, 敏幸 ; 小野里, 健太 ; 柳川, 祥恵 ; 上原, 景子
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Departmental Bulletin Paper
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YAMADA, Toshiyuki
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Departmental Bulletin Paper
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YAMADA, Toshiyuki
概要:
Departmental Bulletin Paper
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YAMADA, Toshiyuki ; SUZUKI, Go ; 山田, 敏幸 ; 鈴木, 豪
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Departmental Bulletin Paper
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YAMADA, Toshiyuki
概要:
Departmental Bulletin Paper<br />We explore a new approach to the long-standing issue in linguistics: of whether knowled
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ge of language is innate or not. To this empirical issue, a variety of approaches have been proposed, but the purpose of the present study is not to deny those approaches bur rather to examine a new one for further verification of the innateness hypothesis. Our new approach is based on the methodology adopted in first language acquisition.\nConcretely, if a second language learner produces a string of words which is neither accepted grammatically in the target language nor attributed to their first language transfer but can be analyzed as a corresponding grammatically accepted structure in another language, then it follows that he/she can access to knowledge of the language to which he/she is never exposed and thus that knowledge of all particular languages is innately available. As a preliminary study, we analyze the relevant errors of Japanese-speaking learners of English and consider future issues for our new approach. 言語知識が生得的であるか否かは言語学における長年の課題であるが、本研究はその課題に対して新たなアプローチを探る。言語知識の生得性という経験的課題に対して、これまでさまざまなアプローチが提案されてきたが、本研究の目的はそれらのアプローチを否定することではなく、新たなアプローチを検討し、言語生得説に対するさらなる検証に貢献することである。新たなアプローチは第一言語獲得で採用されている方法論に基づいている。具体的には、第二言語学習者が、目標言語で文法的に容認されず、学習者の母語による干渉にも帰因しないが、他の言語では文法的に容認される構造であると分析できるような文を産出したとしたら、当該学習者は一度も経験したことのない言語に関する知識にアクセスしたことになり、すべての個別言語に関する知識は生得的に利用可能ということになる。\n予備的な研究として、日本人英語学習者が産出するこのような誤りを分析し、新たなアプローチに対する今後の課題を検討する。
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YAMADA, Toshiyuki
概要:
Departmental Bulletin Paper<br />This preliminary study investigates what grammatical errors are most frequently observed in Japanese EFL (English as a Foreign Language) learners even after the six years of English learning. By a
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series of free writing tasks, 2691 English sentences were collected from 28 Japanese EFL learners. We identified 882 grammatical errors in the dataset with respect to five major types: determiner, preposition, subject-verb agreement for be-verbs, subject-verb agreement for general verbs, and number agreement within a noun phrase. The ratios of the number of grammatical errors to that of obligatory contexts in which those particular grammatical items must occur were 61.1%, 10.9%, 2.6%, 5.7%, and 18.2%, respectively. There are three major findings: (i) Japanese EFL learners make errors in the determiner most frequently, (ii) they make errors in subject-verb agreement more frequently for general verbs compared to be-verbs, and (iii) they make errors in the determiner more often compared to agreement. Their theoretical implications are discussed.
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ミハラ, トモコ ; ヤマダ, トシユキ ; MIHARA, Tomoko ; YAMADA, Toshiyuki ; 三原, 智子 ; 山田, 敏幸
概要:
Departmental Bulletin Paper
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YAMADA, Toshiyuki
概要:
Departmental Bulletin Paper<br />Why do second language learners sometimes accept ungrammatical sentences in the target
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language? In the\npresent study, we focus on Japanese-speaking learners of English as a Foreign Language (EFL) and investigate\nwhether such “grammatical illusion” effect would be observed in them and whether the effect could be\ndependent on their proficiency. The results of one acceptability judgment questionnaire experiment and of\none preliminary self-paced reading experiment are reported. The results of the questionnaire experiment\nshowed that the lower-proficiency Japanese EFL learners were more likely to accept ungrammatical sentences\nin English compared to the higher-proficiency learners. The results of the self-paced reading experiment\nindicated that the reading time difference between ungrammatical sentences and their grammatical\ncounterparts was significant for one native English speaker but not for two Japanese EFL learners. It is\nsuggested that the “grammatical illusion” effect (i.e., erroneous acceptance of ungrammatical sentences) in\nsecond language learners is more likely to be observed when their proficiency is lower, and possibly that\nsecond language learners can accept ungrammatical sentences during their real-time processing. We discuss\na new approach to second language acquisition from the perspective of the grammatical illusion\nphenomenon.
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