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ID 27252
本文ファイル
別タイトル
A Study of Textbook Input to Facilitate Communicative Output-with Reference to Wh-questions
著者
中村 理恵
NDC
教育
抄録(英)
The purpose of this article is to make a proposal for designing tasks to fill the gap between structural practice and communicative tasks. The recent communicative trends in English language education encourage both teachers and learners to engage in meaningful or communicative output activities soon after the structural practice stage, expecting the learners to attain the communicative stage on their own. However, the EFL classroom usually does not provide the learners with real communicative needs to try a variety of expressions. Also, EFL learners are at disadvantage because they cannot directly observe sufficient adequate positive evidence which might serve as models in performing the task. For the kind of noticing that Schmidt (1993) described to take place, the learner must have an observable model. Based upon a survey of junior high school English textbooks, this study points out that junior high school English textbooks in Japan do not include ample adequate post-structural or pre-communicative exercises which smoothly relate the structural stage to the communicative stage and this might be a cause for failure to communicate fluently in autonomous output activities. Finally, some post-structural output activities are suggested to facilitate communicative output.
掲載誌名
学校教育実践学研究
8巻
開始ページ
163
終了ページ
171
出版年月日
2002-03-20
出版者
広島大学教育学部附属教育実践総合センター
ISSN
1341-111X
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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