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Title Transcription
リロン ゲンゴガク ハ ゲンゴ キョウイク ニ イカナル コウケン ヲ ナシウルカ : セイセイ ブンポウ リロン ト エイゴ キョウイク ノ バアイ
Title Alternative (English)
What Does Theoretical Linguistics Have to Say about Language Education? : The Case of Generative Grammar and EFL in Japan
File
language
jpn
Attribute
Article
Author
Description
The aim of this paper is to consider how theoretical linguistics can contribute to providing learners with metalinguistic knowledge and developing their grammatical awareness in the school curriculum, with special reference to the relation between generative grammar and English as a foreign language (EFL) in Japan. Back in 1970s, generative grammar and EFL were much more intimate than they are now, but along with the theoretical development of generative grammar in 1980s, English teachers came to give it the cold shoulder. Their divorce was inevitable because teachers in those days attempted to introduce technical details of generative grammar directly into the classroom. In light of the lessons in the past, I argue that it is important to distinguish the knowledge employed by learners to organize their interlanguage grammar and the knowledge necessary for teachers to arrange their teaching materials, and that the metalinguistic knowledge obtained from generative grammar primarily fall into the latter category. Specific areas of contribution from generative grammar to EFL include, among others, the awareness of constituent structure, the distinction between arguments and adjuncts, and the interaction between lexical information and grammatical rules.
Journal Title
島根大学教育学部紀要
Volume
44別冊
Start Page
7
End Page
16
ISSN
18808581
Published Date
2011-02-25
NCID
AA12171265
DOI(SelfDOI)
Publisher
島根大学教育学部
Publisher Aalternative
Faculty of Education Shimane University
NII Type
Departmental Bulletin Paper
Format
PDF
Text Version
出版社版
OAI-PMH Set
Faculty of Education
Remark
言語コミュニケーション教育の研究と開発
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