下記発表中で田村が用意した投影資料です。
日本人英語学習者のパフォーマンス能力の縦断的調査(Longitudinal Studies of Speaking and Writing Performance of English Learners in Japan) 外国語教育メディア学会第58回(2018年度)全国研究大会 公募シンポジウム 2018年8月9日
Word Frequency Dominance and L2 Word RecognitionYu Tamura
Tamura, Y., Morita, M., & Nishimura, Y. (2016). Word frequency dominance and L2 word recognition in English. Paper presented at Vocab@Tokyo, Meiji Gakuin University, Tokyo, Japan. September 12, 2016.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Conceptual and Grammatical Plurality of Conjoined NPs in L2 Sentence Comprehe...Yu Tamura
Tamura, Y. (2016). Conceptual and grammatical plurality of conjoined NPs in L2 sentence comprehension. Paper presented at The 42nd Annual Conference of the Japan Society of English Language Education (JASELE 2016). Saitama, Japan.
Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A ...Yu Tamura
Tamura, et al. (2015). Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A Case of Garden-path Sentences with Reciprocal Verbs. The 41st Annual Conference of the Japan Society of English Language Education, Kumamoto, Japan.
Word Frequency Dominance and L2 Word RecognitionYu Tamura
Tamura, Y., Morita, M., & Nishimura, Y. (2016). Word frequency dominance and L2 word recognition in English. Paper presented at Vocab@Tokyo, Meiji Gakuin University, Tokyo, Japan. September 12, 2016.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Conceptual and Grammatical Plurality of Conjoined NPs in L2 Sentence Comprehe...Yu Tamura
Tamura, Y. (2016). Conceptual and grammatical plurality of conjoined NPs in L2 sentence comprehension. Paper presented at The 42nd Annual Conference of the Japan Society of English Language Education (JASELE 2016). Saitama, Japan.
Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A ...Yu Tamura
Tamura, et al. (2015). Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A Case of Garden-path Sentences with Reciprocal Verbs. The 41st Annual Conference of the Japan Society of English Language Education, Kumamoto, Japan.
Coordinated NPs agree with singular or plural in there-constructions?: A comp...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kato, D. (2015). Coordinated NPs agree with singular or plural in there-constructions?: A comparison between NS and NNS in a self-paced reading task. Poster presented at the 17th Annual International Conference of the Japan Society for Language Sciences. Oita, Japan.
Word Frequency Effects and Plurality in L2 Word Recognition—A Preliminary Study—Yu Tamura
This document summarizes a preliminary study that examined the effects of word frequency and plurality on L2 word recognition in Japanese learners of English. The study tested 32 Japanese undergraduate and graduate students using a picture matching task and an L1 translation matching task with English nouns that were either singular-dominant, plural-dominant, or had similar frequencies for both forms. Results from the L1 matching task showed significantly faster response times for plural-dominant nouns in plural form compared to singular form, but no differences for other word types. The picture matching task showed a significant interaction where response times differed between singular and plural forms depending on the word type. Overall, the results provide preliminary evidence that plurality information may be represented for
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
This study investigated Japanese EFL learners' explicit and implicit knowledge of sentence-level discourse constraints regarding assertive predicates in English. 18 Japanese graduate students completed untimed and speeded grammatical judgment tests of sentences containing assertive and non-assertive predicates. Results showed no differences between timed and untimed conditions, suggesting learners lacked both explicit and implicit knowledge of these constraints. The study concludes such features may be difficult to acquire naturally and require explicit instruction. Further research is needed on sentence-level discourse constraints.
The document summarizes two studies on Japanese secondary school students' attitudes toward English ownership. The first study found students viewed English as an international language but belonging to American/British cultures. They were unaware of outer circle varieties and felt Japanese English was unintelligible. The second study also found students valued native varieties over non-native like Japanese English. Both studies suggest international experience may positively influence views but were limited. Teaching should reflect global English.
Gerunds are verb forms ending in "-ing" that can function as objects of verbs, subjects, or objects of prepositions. As objects of verbs, gerunds describe actions like "stop buying", "stop selling", and "stop carrying". As objects of prepositions, they follow words like "after" and "of". Gerunds can also serve as subjects, like the phrase "Hitting bottom never felt so good".
Methodological options in grammar teaching materialsYu Tamura
This document outlines and analyzes different methodological options for teaching grammar based on Rod Ellis's (2002) work. It finds that most grammar practice books rely on explicit descriptions and controlled production exercises. However, it suggests discovery-based learning, noticing grammatical features through input processing, and tasks that raise learner consciousness as more effective based on SLA research. The document concludes that while traditional approaches remain common, teaching materials should incorporate insights from SLA theory for more effective grammar instruction.
This document discusses coordinating conjunctions and provides examples of how they are used. It defines the conjunctions "and", "but", and "yet" and provides the meanings of "and" as plus, "but" as shows contrast, and "yet" as but at the same time. It also gives the example of "so" showing the reason.
The document discusses the modal auxiliary "will" in English. It can be used to express future prediction, such as saying what will happen in the future. It can also express spontaneous decisions made in the present, such as saying "I will call you later." Additionally, "will" can indicate probability, like saying "That will be John" when someone is at the door. The document provides examples of how to teach "will" to students through eliciting verbs, having students make sentences using those verbs with "will," and imagining situations for the sentences. Teachers should note that plans can be adapted based on analyzing the sentences created.
Coordinated NPs agree with singular or plural in there-constructions?: A comp...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kato, D. (2015). Coordinated NPs agree with singular or plural in there-constructions?: A comparison between NS and NNS in a self-paced reading task. Poster presented at the 17th Annual International Conference of the Japan Society for Language Sciences. Oita, Japan.
Word Frequency Effects and Plurality in L2 Word Recognition—A Preliminary Study—Yu Tamura
This document summarizes a preliminary study that examined the effects of word frequency and plurality on L2 word recognition in Japanese learners of English. The study tested 32 Japanese undergraduate and graduate students using a picture matching task and an L1 translation matching task with English nouns that were either singular-dominant, plural-dominant, or had similar frequencies for both forms. Results from the L1 matching task showed significantly faster response times for plural-dominant nouns in plural form compared to singular form, but no differences for other word types. The picture matching task showed a significant interaction where response times differed between singular and plural forms depending on the word type. Overall, the results provide preliminary evidence that plurality information may be represented for
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
This study investigated Japanese EFL learners' explicit and implicit knowledge of sentence-level discourse constraints regarding assertive predicates in English. 18 Japanese graduate students completed untimed and speeded grammatical judgment tests of sentences containing assertive and non-assertive predicates. Results showed no differences between timed and untimed conditions, suggesting learners lacked both explicit and implicit knowledge of these constraints. The study concludes such features may be difficult to acquire naturally and require explicit instruction. Further research is needed on sentence-level discourse constraints.
The document summarizes two studies on Japanese secondary school students' attitudes toward English ownership. The first study found students viewed English as an international language but belonging to American/British cultures. They were unaware of outer circle varieties and felt Japanese English was unintelligible. The second study also found students valued native varieties over non-native like Japanese English. Both studies suggest international experience may positively influence views but were limited. Teaching should reflect global English.
Gerunds are verb forms ending in "-ing" that can function as objects of verbs, subjects, or objects of prepositions. As objects of verbs, gerunds describe actions like "stop buying", "stop selling", and "stop carrying". As objects of prepositions, they follow words like "after" and "of". Gerunds can also serve as subjects, like the phrase "Hitting bottom never felt so good".
Methodological options in grammar teaching materialsYu Tamura
This document outlines and analyzes different methodological options for teaching grammar based on Rod Ellis's (2002) work. It finds that most grammar practice books rely on explicit descriptions and controlled production exercises. However, it suggests discovery-based learning, noticing grammatical features through input processing, and tasks that raise learner consciousness as more effective based on SLA research. The document concludes that while traditional approaches remain common, teaching materials should incorporate insights from SLA theory for more effective grammar instruction.
This document discusses coordinating conjunctions and provides examples of how they are used. It defines the conjunctions "and", "but", and "yet" and provides the meanings of "and" as plus, "but" as shows contrast, and "yet" as but at the same time. It also gives the example of "so" showing the reason.
The document discusses the modal auxiliary "will" in English. It can be used to express future prediction, such as saying what will happen in the future. It can also express spontaneous decisions made in the present, such as saying "I will call you later." Additionally, "will" can indicate probability, like saying "That will be John" when someone is at the door. The document provides examples of how to teach "will" to students through eliciting verbs, having students make sentences using those verbs with "will," and imagining situations for the sentences. Teachers should note that plans can be adapted based on analyzing the sentences created.
9. ディスカッション・クエスチョン⑧
• 代表性の話(近藤先生のスライド)
• それこそ,実験屋とコーパス屋が協力したらいいのでは?
• この前Cognitionに出た,GJTで67万人集めましたってい
うのが今後のSLA研究のヒントになるかもしれない
• Hartshorne, J. K., Tenenbaum, J. B., & Pinker,
S. (2018). A critical period for second
language acquisition: Evidence from 2/3
million English speakers. Cognition, 177, 263–
277. doi:10.1016/j.cognition.2018.04.007