Mizushima, L., & Watari, Y. “Do English education in Japanese high schools provide sufficient pragmatic instruction?: A quantitative and qualitative study of English textbooks and teachers." at the 14th International Pragmatics Conference (The University of Antwerp, Belgium, Jul. 26-31)
7. Task
• Example: Read through it and make some
inferences about the people who are talking.
• A: Look at the long line! Do you think we ll get in?
• B: I think so. Some of these people already have
tickets.
• A: How much are the tickets?
• B: Only nine dollars for the first show. I ll pay.
• A: Thanks. I ll buy some popcorn.
8. Task
• Where are these people?
• In front of a movie theater.
• What are they talking about?
• Going to a movie.
• Which words helped you guess the
topic?
• Line, get in, tickets, show, popcorn
9. Task
• Work in pairs. Sit down face to face. You can t
show your handout each other.
• Take turns at reading aloud your lines twice.
• You re engaging in a live conversation with
your partner. Do not read in a monotone.
• You can ask your partner to repeat her/his
line, like Sorry, can you say that again?
• Answer the questions on your handout in
collaboration with your partner.
10. Theories and Issues of SLA
第二言語(習得)観
• 行動主義(behaviorist)的:
• 言語習得は,刺激と反応の結合に基づく習
慣形成
• 行動主義心理学, tabula rasa
• L1とL2の対照分析
• …→The Audio-lingual Method
11. Theories and Issues of SLA
第二言語(習得)観
• 生得主義(nativist)的 from 生成文法理論
• 習得は普遍文法(UG)+言語経験の相互作用
• 心内の体系としての文法
• 昔々、あるところにおじいさんとおばあさんはいまし
た。おじいさんが山へしば刈りに、おばあさんが…
• 言語獲得に否定的フィードバックは不要
• とうもころし, Nobody don t like me.
12. Theories and Issues of SLA
第二言語(習得)観
• 認知主義(cognitivist)的:
• 言語習得・発達は,学習者を取り巻く言語
環境と,生得的な認知能力と言語能力の相
互作用(Cf. 認知言語学)
• 言語の本質はコミュニケーション
• 言語の意味・機能