Abstract
The main purpose of this study is to examine the roles or functions that grammatical terms have in English education, from the viewpoints of those directly involved in English learning: learners and teachers. In order to do so, two investigations were conducted on learner and teacher participants at upper secondary schools in Japan. The first investigation consisted of a questionnaire for upper secondary school learners, asking for their impressions of English and their general opinions about grammatical terms. The second investigation consisted of a second questionnaire for upper secondary school teachers, looking at their frequency in the use of grammatical terms in English lessons, their opinions about grammatical terms in general, and questions about views of grammar instruction under the new future course of study. Then, comparisons were made between different questions for the learners and those for the teachers. Furthermore, another comparison of the opinions on grammatical terms in general between the teachers and the learners was made. The result implies 1) that learners' positive or negative impressions of English can affect their recognition of the functions that grammatical terms have, and 2) that there is a difference between the learners and the teachers, and between teachers themselves, in their degree of recognition as to the role of grammatical terms as a reminder for what learners learned before.
