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Divergent Conceptions of Grammar
https://doi.org/10.15113/00015513
https://doi.org/10.15113/000155138965c5b1-133f-4b94-a5d5-ab65654d52a4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
al-no109p107-123pdf.pdf (2.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2022-02-08 | |||||||||
| タイトル | ||||||||||
| タイトル | Divergent Conceptions of Grammar | |||||||||
| その他の言語のタイトル | ||||||||||
| その他のタイトル | 文法という概念の捉え方の違い | |||||||||
| 著者 |
SMILEY, Jim
× SMILEY, Jim
× PETERSEN, Jacob B.
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| 著者(機関) | ||||||||||
| Faculty of Humanities and Social Studies, Iwate University | ||||||||||
| 著者(機関) | ||||||||||
| International Education Center, Iwate University | ||||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | grammar | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | teacher perceptions | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | teacher beliefs | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Japan EFL | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | systemic functional linguistics | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | dual process theory | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | A divergence of beliefs regarding the structure and scope of grammar is identified in the literature on Japanese teachers’ of English beliefs（JTE）and Western teachers’ beliefs. This divergence results from the belief held by many JTEs that grammar equates with syntax. A review of the literature typically utilized by native speaker teachers of English（NEST）reveals that grammar has a more inclusive scope, extending to both semantics and function. Furthermore, due to perceptions of examination requirements, many JTEs believe that instruction is best conducted in Japanese（Nishimuro & Borg, 2013）. English as a foreign, or second, language（EFL/ESL）can, therefore, be instructed in four possible manners. In this theoretical paper, a four-part framework is explored. We draw upon dual process theory（Stanovich, 2009）to assess the forms of cognition that each form of instruction is likely to involve, and we note several problematic areas for EFL instruction. We conclude by indicating possible directions for further research. | |||||||||
| 出版者 | ||||||||||
| 出版者 | 岩手大学人文社会科学部 | |||||||||
| 登録日 | ||||||||||
| 日付 | 2022-02-07 | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15113/00015513 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00000256 | |||||||||
| 書誌情報 |
Artes Liberales en : アルテスリベラレス 巻 109, p. 107-123, 発行日 2021-12-24 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 03854183 | |||||||||
