[ 論文 ] ライティングにおける英語学習者の文法ミスと 教師によるフィードバックに関する研究 JA 日下 * 新潟大学教育学生機構 * 本研究は 大学教育における教師と学生との一対一の英語ライティング指導で 自由作文の文法ミスを減らす指導法を模索した フィードバックに工夫を凝らすことで それが具体
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1 [ 論文 ] ライティングにおける英語学習者の文法ミスと 教師によるフィードバックに関する研究 JA 日下 * 新潟大学教育学生機構 * 本研究は 大学教育における教師と学生との一対一の英語ライティング指導で 自由作文の文法ミスを減らす指導法を模索した フィードバックに工夫を凝らすことで それが具体的に学習者のどの種類の文法ミスの減少に効果的かを検証した 加えて フィードバックに対する学習者の受容パターンを探った 内容 論理に関する指摘と文法ミスの指摘を二段階に分けたフィードバックを用い かつ各学生に頻出の文法ミスをハイライトすることにより 文法に対する意識が高められ その結果 構文の作り方がより複雑な文法に関するミスの減少や既習語句の正確な使用の点につながった 第 3 巻,2015
2 [ 論文 ] 第 3 巻,
3 論文 19 第３巻 2015
4 [ 論文 ] 第 3 巻,
5 論文 21 第３巻 2015
6 [ 論文 ] 第 3 巻,
7 論文 23 第３巻 2015
8 論文 [論文] 同一表現を過剰に使用することは英語特有の言い換 えが身に付きにくくなることも懸念される とはい え 少なくとも後者に関していえば 今後ライティ ングがさらに上達した段階で改めて考慮すればよい とも理解でき 英語使用に自信を持つことのほうが むしろ中級学習者に求められるべきなのであろう 習慣化するプロセスのさらなる検証もまた重要であ ろう 6. まとめ 本研究は 自由作文形式の英語ライティングで文 法ミスを減らす指導法を模索した 大学生にとって の将来の英語活用を見据えた 教養ある英語を使え るようになるための第一歩として 文法ミスの少な い英語を書けるようになるよう指導していくことが 必要であり また それは学生自身の願いでもある からである 本研究ではまた 学生が内容や論理を 重視しつつも 文法にも注意を払うことができるよ うになることを目標とした それ故 本研究で実践 された指導は前者と後者に関するフィードバックを 二段階にわけた 文法に関する指摘では各学生が間 違えやすい箇所を赤でハイライトし 他の文法ミス には下線を引くことで注意を喚起した 結果として 以下の改善点とさらなる課題が見つかった 学生にとって既知の語句の用法や高校以上 で習う文法規則に関しては ミスの減少が顕 著であった 中学校学習指導要領に含まれる文法に関し ては 学生によっては減少したが 全体とし ては主立った増減は確認されなかった 和英辞書などで見つけた それまで馴染みが なかった語句を使って英作文をするときの 誤用の頻度は減らなかった これは辞書を引 く際に使い方まで確認する習慣が定着する には時間がかかるためと考えられる 本研究で試みた指導法はミスの種類によっては つまり上記の第一の点に関して一定の成果が得られ た それは文法に対する意識の向上と強く結びつい ていると結論づけることができる 今後の課題として 他のミスも減少させることが 可能な方法を考えていく必要がある また 二段階 フィードバックとハイライトなどの印付けのどちら がどの程度文法に対する意識の向上に有効だったか 個別の検証も必要である さらには より長期的な 研究をおこない 学習者がライティングにおいて文 法に意識を向け 常に語句の用法を確認することを 謝辞 アドバイスをいただいた新潟大学教育 学生支援 機構の教職員のみなさま そして論文審査員の方々 並びに 研究に協力していただいた学生達に厚く感 謝申し上げます 注 1) 応用言語学では通例 error と mistake は異なるもの として扱われる error が言語能力 competence そ のものの欠如による間違いであるのに対し mistake は言語運用 performance が上手くいかなかった結 果生じる間違いを指す Brown 1994 ただし こう した違いはしばしば実際の観察では判別できないこと も多く 本研究では明確に識別できた場合を除き区別 せずに扱うものとする Brooks, N. (1960) Language and Language Learning. 参考文献 Brown, H. D. (1994) Principles of Language Learning and Harcourt, New York Teaching. Prentice Hall Regents, New Jersey Doughty, C., and Williams, J. (eds.) (1998) Focus on Form in Classroom Second Language Acquisition. Cambridge UP, Cambridge Ellis, R., Sheen, Y., Murakami, M. and Takashima, H. (2008) The Effects of Focused and Unfocused Written Language Context. System, 36.3: Corrective Feedback in an English as a Foreign X (accessed ) on Student Revisions. TESOL Quarterly, 31: Ferris, D. R. (1997) The Influence of Teacher Commentary Ferris, D. R. (1999) The Case for Grammar Correction in Journal of Second Language Writing, 8: 1-11 L2 Writing Classes: A Response to Truscott (1996). Gilbert, T. L., and Zemach, D. E. (2013) Express to the TOEFL ibt Test. Pearson, New York 小池生夫, 寺内正典, 木下耕児, 成田真澄 2004 第二言語 習得研究の現在 これからの外国語教育への視点. 大修館, 東京 小柳かおる 2004 日本語教師のための新しい言語習得概 X, 201X 第３巻
9 [論文] 論文 論. スリーエーネットワーク, 東京 Long, M. H. (1991). Focus on Form: A Design Feature in SUMMARY This study attempts to suggest a way of giving feedback to Japanese university learners of English to reduce grammatical mistakes in their writings. It addresses the importance of the instruction in which feedback on content and logic and that on grammar are separately given to the learners. This feedback style aims to raise the learners awareness of grammar in writing. This study also examines the learners reception of feedback from their instructor. The results show that this feedback style is particularly effective for reducing mistakes concerning two kinds of grammar: usage of the words familiar to the learners and the grammar that they learned in high school to which, unlike more basic grammar whose mistakes are often due to carelessness, as a result of this instruction, they have learned to pay more attention than before. KEYWORDS: Tertiary education, EFL, Writing, Grammatical mistakes, Feedback R. B., and Kramsch, C. (eds.), Foreign Language Language Teaching Methodology. de Bot, K., Ginsberg, Research in Cross-cultural Perspective. John Benjamins, Amsterdam: 文部科学省 2008 中学校学習指導要領. u/chu/ icsfiles/afieldfile/2010/12/16/ pdf (accessed ) 文部科学省 2009 高等学校学習指導要領. u/kou/kou.pdf (accessed ) Michael Swan. Language Teacher, Moulin, A. (1998) Correctness Matters: A Response to (accessed ) Robb, T., Ross, R. and Shortreed, I. (1986) Salience of Quality. TESOL Quarterly, 20: Feedback on Error and Its Effect on EFL Writing Use of the English Article System. Edinburgh Working Takahashi, T. (1997) Japanese Learners Acquisition and Papers in Applied Linguistics, 8: 年 9 月 24 日受理 A Study on Grammatical Mistakes and Feedback in English Writing; JA Kusaka*: * Institute of Education and Student Affairs, University of Niigata, 8050, Igarashi 2no-cho, Niigata City, Niigata, Japan in L2 Writing Classes. Language Learning, 46: Truscott, J. (1996) The Case against Grammar Correction Ur, P. (1991) A Course in Language Teaching: Practice and Theory. Cambridge UP, Cambridge X, 201X 第３巻
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