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日本の小学校「外国語」（英語）のための“関連性”のある教授文法に向けて
大竹, 政美
Permalink : http://hdl.handle.net/2115/71007
JaLCDOI : 10.14943/b.edu.131.99
KEYWORDS : 外国語（英語）;コミュニケーション能力;教授文法;（設計規準としての）関連性;対照研究;English as a Foreign Language;Communicative Competence;Teaching Grammar;Relevance （as a design criterion）;Contrastive Studies
Abstract
2017年３月に改訂された小学校学習指導要領のもとで教科「外国語」を担当することになる教師は，Celce-Murcia（2007）の「コミュニケーション能力」モデルを採用して，「言語（体系）能力」の一部としての（狭義の）文法，「相互行為能力」および「定型表現能力」という三者とそれらの連携に注意をはらうことが，可能であるのであれば，望ましい。 小学校の教科「外国語」で英語の文法を教え始めるのであれば，Michael Swanが認定している６つの設計規準のうち，特に「関連性」の設計規準に焦点を当てて，英語の教授文法を編成すべきである。すなわち，英語の教授文法は，日本の学習者が英語で困っていることに関わるべきである。問題は，日本語と英語に，どのような意義深い違いがあるかなのである。本稿では，関連する対照研究に基づいて，これら２つの言語の文構造の基本的な違いを描き出すことを試みる。
It would be desirable, if possible, that elementary school teachers, who will be teaching “Foreign Language” under the 2017 Course of Study, should adopt the “communicative competence” model in Celce-Murcia（2007）, and pay attention to those aspects of grammar as part of “linguistic competence” , “interactional competence” and “formulaic competence” , and their relationship. When they begin to teach English grammar in “Foreign Language” , they should focus on Michael Swan’s “relevance” as a design criterion to organize their teaching grammars, which means that teaching grammar should relate to learners’ problems with English. What matters is how Japanese and English differ significantly. The present paper tries depicting the basic differences in sentence structure between these two languages on the basis of the relevant contrastive studies.
It would be desirable, if possible, that elementary school teachers, who will be teaching “Foreign Language” under the 2017 Course of Study, should adopt the “communicative competence” model in Celce-Murcia（2007）, and pay attention to those aspects of grammar as part of “linguistic competence” , “interactional competence” and “formulaic competence” , and their relationship. When they begin to teach English grammar in “Foreign Language” , they should focus on Michael Swan’s “relevance” as a design criterion to organize their teaching grammars, which means that teaching grammar should relate to learners’ problems with English. What matters is how Japanese and English differ significantly. The present paper tries depicting the basic differences in sentence structure between these two languages on the basis of the relevant contrastive studies.
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