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メンタル・モデルから始める英語教育 : 英語を不得意とする日本の英語学習者に対して
https://osu.repo.nii.ac.jp/records/1547
https://osu.repo.nii.ac.jp/records/1547be110ff2-1f06-4135-aaea-0321f32fad17
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004354657.pdf (2.0 MB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2005-10-30 | |||||||
| タイトル | ||||||||
| タイトル | メンタル・モデルから始める英語教育 : 英語を不得意とする日本の英語学習者に対して | |||||||
| 言語 | ja | |||||||
| タイトル | ||||||||
| タイトル | A Method of English Language Education Started from a "Mental Model" : For Japanese Learners Who Are Not Good at English | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 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 | |||||||
| ページ属性 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | P(論文) | |||||||
| 記事種別(日) | ||||||||
| 論文 | ||||||||
| 記事種別(英) | ||||||||
| en | ||||||||
| Article | ||||||||
| 著者名(日) |
鈴木, 章能
× 鈴木, 章能
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| 著者名よみ |
スズキ, アキヨシ
× スズキ, アキヨシ
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| 著者名(英) |
SUZUKI, Akiyoshi
× SUZUKI, Akiyoshi
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| 著者所属(日) | ||||||||
| 大阪産業大学 教養部 | ||||||||
| 抄録(英) | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | There are currently university freshmen in Japan that have difficulty with the English verb "to be" and are even unable to write the entire alphabet. Many university English teachers therefore focus their classes on helping students acquire the knowledge necessary for reading English using a bottom-up process: the alphabet, vocabulary, and grammar, for example. However, students fail to acquire this knowledge even after many such classes. For university students who are not good at English, this kind of class tends to decrease their motivation to study English. In order to break this vicious cycle, an effective method might be one which reverses the sequence of the process ordinarily used in English teaching, as outlined below: 1. First, repeatedly have the students read English sentences using a "Mental Model," namely, using only inference and their knowledge of the world to represent the meaning of each sentence by drawing a picture. 2. Second, use sentences for which students cannot complete each picture without adequate knowledge of English grammar. This helps students realize the necessity and usefulness of English grammar. 3. Third, without using grammatical terminology, explain how to use aspects of grammar, such as participles, participial constructions, and infinitives, in order to find the subject, object, and predicate verb in an English sentence. 4. Finally, increase students' knowledge of English grammar through explanation and exercises. Using the process described above for six days, the author taught English to 165 Japanese students who are not good at English, and observed visible results in over 70% of them. | |||||||
| 雑誌書誌ID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00028732 | |||||||
| 雑誌書誌ID | ||||||||
| 識別子タイプ | EISSN | |||||||
| 関連識別子 | 0287-1378 | |||||||
| 書誌情報 |
ja : 大阪産業大学論集. 人文科学編 en : JOURNAL OF OSAKA SANGYO UNIVERSITY Humanities 巻 117, p. 13-39, 発行日 2005-10-30 |
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