2020 年 33 巻 1 号 p. 1-15
Learners often make mistakes when using English expressions although they have already been taught them. In order to help students learn, it is necessary for teachers to figure out how to help their students with this problem. One of the reasons for this problem is that learners do not understand the expressions even in their mother tongues. The purpose of this research is to explore whether Japanese students can learn proper semantic usage in a class of Eiken Writing, which is designed based on Instructional Design (ID). This case study is focused on the usage of “too”, as it has been observed learners have problems understanding the meaning and usage of “too”. In this paper, learners’ problems with “too”, and the concept of ID will be described, and a case study using ID will be introduced. This research revealed that students can learn proper use of some vocabulary while learning its grammatical meaning in an ID class, even when they have problems understanding the meanings of the words.