抄録
Throughout the history of English language teaching, both input and output have been important topics for discussion among teachers and researchers. But relatively little research has been conducted on the actual correlation between the two. In the study reported here, the written input included in an English textbook for junior high schools in Japan was analyzed and then was correlated with the output from the students who had been taught with the textbook for one year. The nature of the input was specified in terms of the appearance order and the frequency of a selected set of sentence structures in the textbook. The output from the students was measured through a composition test. The findings show that the students' proficiency with those selected sentence structures correlated more highly with the frequency of those sentence structures than with their appearance order. Some implications for English language teaching at junior high school are suggested.
