| Project/Area Number |
16530610
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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 |
Education on school subjects and activities
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| Research Institution | Mukogawa Women's University |
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Principal Investigator |
ICHIKAWA Masafumi Mukogawa Women's University, School of Letters, Professor, 文学部, 教授 (50223087)
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| Co-Investigator(Kenkyū-buntansha) |
SATO Katsuyuki Mukogawa Women's University, School of Letters, Associate Professor, 文学部, 助教授 (80215772)
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| Project Period (FY) |
2004 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥800,000 (Direct Cost: ¥800,000)
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| Keywords | grammar learning / Japanese / English / junior high school / textbook / grammar / contrastive study / function |
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| Research Abstract |
This study investigates junior high school curricula and specific classes by which to propose measures to take in order to ameliorate grammar learning in Japanese and English education. In the first period (2004) we carried out research on the analyses of present descriptions of grammar that the junior high school textbooks (approved by MEXT) of ‘eigo' (English) and of ‘kokugo' (Japanese) give. We also proposed how to teach grammatical materials by making up a standardized syllabus for both English and Japanese. For this purpose we examined six English textbooks and five Japanese textbooks, especially the ones published by Sanseido, Mitsumura, and Tokyo Shoseki. We first discussed word level problems including parts of speech, then we examined sentence level issues including syntax and discourse. Finally, we presented a standardized grammar syllabus which was intended to be utilized both in English and Japanese classes.
In the second period (2005) we researched specific classes and proposed better lesson plans. We first asked junior high school students how they recognized grammar learning by questionnaire. We found that junior high school students are generally not very much interested in grammar although they think it necessary. We also found that the grammar learning did not lead students to think language and languages deeply. In order to improve this situation, we presented students worksheets developed based on heuristic instruction to interest them in grammar learning.
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