文法学習の有効性についての学習観

抄録

Learners' beliefs about the effectiveness of grammar learning were examined. As a preliminary analysis, interviews with college students were reanalyzed. The interviews were originally carried out with the purpose of eliciting college students' beliefs about English language learning in general. This reanalysis placed a focus on their views about grammar. It showed that although there are interindividual differences, there were also intraindivildual differences: learners had differing degrees of perceived effectiveness of grammar learning in different skills, i.e., speaking, listening, reading, and writing. This result led to a larger-scale study in which 168 junior and senior high school students rated on a questionnaire the perceived effectiveness of grammar learning for each of the four skills and solving test questions. Cluster analysis was employed in order to profile them based on the patters of their beliefs. Seven distinct clusters were found, each of which had unique patters of beliefs. Based on the results, it was assumed that learners had different views about the characteristics of the skills. They were also suspected to have judged whether grammar learning was compatible to the characteristics of the skills.