| Project/Area Number |
16520334
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
KANATANI Ken Tokyo Gakugei University, Faculty of Education, Professor, 教育学部, 教授 (70134757)
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| Co-Investigator(Kenkyū-buntansha) |
NODA Tetsuyu Tokyo Gakugei University, Faculty of Education, Professor, 教育学部, 教授 (30135834)
BABA Tetsuo Tokyo Gakugei University, Faculty of Education, Associate Professor, 教育学部, 助教授 (00198946)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥100,000 (Direct Cost: ¥100,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | language input / language output / vocabulary acquisition / grammar acquisition |
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| Research Abstract |
The purpose of this study is to investigate the relationship between the input and the output in second language acquisition. The present study is targeted on the acquisition of English vocabulary and grammar by Japanese junior high school and high school students, based on the results of our previous research conducted in 2001-2002 (Grant-in-Aid for Exploratory Research 13878038), which focused on the acquisition of English vocabulary by Japanese junior high school students.
The lexical input data was collected from the textbooks used by the subjects of this study. In order to obtain the language output data, the Standard Speaking Test (SST), jointly developed by ALC and the American Council for the Teaching of Foreign Languages, was administered to the subjects. All the utterances in the test were transcribed for analyses. About 10 percent of the words used by the subjects were judged to have been first introduced in high school textbooks. However, further analyses showed that many of them were used as formulaic expressions in fixed contexts and that they might have been used in EFL classes in junior high school.
Acquisition of grammar was analyzed focusing on five grammatical items covered in junior high school (to-infinitive, passive voice, comparison (comparative and superlative), present perfect, and relative pronoun) and two grammatical items learned in high school (relative adverb and subjunctive mood). Analyses revealed that grammatical items learned in junior high school were more frequently used by the subjects.
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