日本人英語学習者の基本的な冠詞使用における特定・不特定区別の役割とその教育的示唆

抄録

　　According to Ionin et al.’s (2004) fluctuation hypothesis, a widely accepted theory in the field of SLA research, the primary reason behind the incorrect use of English articles is ESL/English as a Foreign Language (EFL) learners’ inability to distinguish between the two criteria for selecting articles in English, i.e., “definite” and “specific” contexts. However, L1 and L2 research indicates problems with this hypothesis and offers support for the role specificity can play in the correct use of English articles. In order to examine the role of specificity, a decision-tree analysis was performed on data regarding how accurately 20 Japanese university students selected appropriate English articles, and their judgments on the specificity of each referring expression. The results show that higher accuracy in the use of English articles was achieved when using the criterion of specificity in singular noun contexts. The developmental path of English article choice seems to require, in the first place, the distinction of whether general reference is made. Based on evidence obtained from this research, an alternative solution for selecting appropriate articles is proposed, and the pedagogical implications for teaching English articles in ELT contexts is discussed.