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AA12043414-20080000-0115.pdf
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本文公開日 |
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タイトル |
タイトル |
THE EFFECTIVENESS OF LEARNER-CENTERED GRAMMAR TEACHING
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別タイトル |
名前 |
学習者中心の文法指導の効果について
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カナ |
ガクシュウシャ チュウシン ノ ブンポウ シドウ ノ コウカ ニ ツイテ
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ローマ字 |
gakushusha chushin no bunpo shido no koka ni tsuite
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著者 |
名前 |
前原, 由紀
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カナ |
マエハラ, ユキ
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ローマ字 |
MAEHARA, Yuki
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所属 |
慶應義塾湘南藤沢中・高等部有期教諭
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出版者 |
名前 |
慶應義塾大学外国語教育研究センター
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カナ |
ケイオウ ギジュク ダイガク ガイコクゴ キョウイク ケンキュウ センター
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ローマ字 |
keio gijuku daigaku gaikokugo kyoiku kenkyu senta
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日付 |
出版年(from:yyyy) |
2008
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上位タイトル |
名前 |
慶應義塾外国語教育研究
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翻訳 |
Journal of foreign language education
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巻 |
5
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2008
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開始ページ |
115
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終了ページ |
143
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抄録 |
English instructions in Japanese classrooms have usually been conducted using “teachercentered” approaches, especially when teachers adopt the deductive method. This research was conducted in order to determine the effectiveness of using a learner-centered approach in grammar teaching and also to consider whether this kind of approach is useful in promoting learner autonomy. This small-scale study involved 161 first-grade students at a private high school in the metropolitan Tokyo area. The students were divided into two groups: one group studied grammar deductively; the other inductively. After the pilot study, the groups were switched. The effectiveness of both the teaching methods was measured by three identical grammar tests. In addition to the grammar tests, pre- and post-surveys were conducted. As a result of the grammar tests, no significant difference was found between the students who learned grammar deductively and those who learned inductively. The analysis of the surveys indicated that the favorable rating for the inductive approach significantly increased. The favorable rating for the deductive approach stayed almost the same. The students may have become more open to the idea that both the inductive and deductive approaches were useful in learning grammar. Furthermore, some students’ comments indicated that they have realized the importance of using different approaches depending on the type of grammar item. In conclusion, pedagogical suggestions for grammar teaching and learner autonomy are suggested.
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Departmental Bulletin Paper
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