日本人英語学習者に対する明示的指導とFocus on Formによる関係代名詞の指導とその効果の検証

抄録

The purpose of this study is to investigate the effects that an instructional method which combines explicit grammar instruction and Focus on Form has on Japanese students’ learning of relative pronouns. The method was designed by referring to the three-dimensional grammar framework (Larsen-Freeman, 2001), which is composed of form, meaning, and use. Twenty-two Japanese university EFL students participated in the study. Japanese-English translation tests were conducted as pre- and post-tests to measure the effects of the new instructional method. In analyzing the result of the tests, relative pronouns were divided into twelve types depending on (1) whether they were used as subjects or objects of verbs and (2) whether antecedents were subjects, objects, or complements in sentences. Analysis of the results revealed that the students scored higher on the post-test regardless of the types of relative pronouns. The results also revealed, however, that it was difficult for the students to embed relative clauses in sentences when the antecedents were subjects. Therefore, it is necessary for teacher to spend more time providing the students with explicit instruction for this type of relative pronouns.