認知言語学に基づく英語教授法の効果について : 日本人英語学習者を対象とした英語の可算・不可算名詞の指導

抄録

This paper investigates the effectiveness of a cognitive linguistic approach to teaching countable and uncountable English nouns to Japanese learners of English in a classroom setting. For this study, a new teaching method and a worksheet were carefully developed for use in classroom teaching at junior and senior high school levels. Our first study investigated whether the cognitive approach led to significant gains in learning and showed that the students successfully learned the differences between countable and uncountable English nouns through a new teaching method based on the theory of Cognitive Linguistics. A second study was conducted to determine whether the new method was applicable from the teacher's point of view. This new approach was introduced to junior and senior high school teachers during a teacher-training course required for the renewal of a teaching license, and all the teachers who participated in the course were confident that they could teach countable and uncountable nouns without difficulties using this new teaching approach. Based on the results of these two studies, this paper argues that the cognitive linguistic approach to teaching countable and uncountable English nouns is more effective than traditional approaches and that the new approach is practical for administering to junior and senior high school students in Japan.