中高英語教科書で用いられる二重目的語構文の頻度分析 ―用法基盤モデルに基づいて―

抄録

Many Japanese EFL learners don’t have enough knowledge about usage of verbs. Pedagogical approaches based on theories in cognitive linguistics can be a solution to this problem. Based on two of these theories, Construction Grammar (Goldberg, 1995) and the Usage-Based Model (Langacker, 2000), the present study aims to clarify the frequency effect in the textbooks on learners’ construction of knowledge about ditransitive constructions. The study analyzed fourteen English textbooks, and found that (a) the skewed input of ‘give’in textbooks for junior high school students can facilitate learners’ acquisition of ditransitive constructions, (b) low-variance across the construction types can hinder learners' acquisition of the constructions, and (c) textbooks for high school students exemplify more linguistic instances of the construction extension than those for junior high school students.