安部 朋世

type:text [要約] 2017年告示の小学校学習指導要領外国語科では，「外国語の音声や文字，語彙，表現，文構造，言語の働きなどについて日本語と外国語との違いに気付き，これらの知識を理解する」という目標が示されている。本稿では，小学校の外国語科と国語科の検定教科書を通して，英語や日本語の言語知識，なかでも，文構造や文法について，どのような内容をどのように学んでいるのかを調査した。まず，研究1では，小学校で使用されているすべての英語検定教科書を調査したところ，教科書に掲載されている3,300の言語活動のうち，英語のルールや文法に関する活動が44件あった。活動内容としては，語順の違い，品詞の区別等があった。次に，小学校の国語科検定教科書を調べたところ，861件の単元・教材うち60件が日本語の文法，特に文型や語順に関するものであることが確認された。研究2では，小学校と中学校の英語教科書の中で，小中の接続に関わる内容を調査した。その結果，中学校英語教科書の小・中接続の部分では，文法に関して小学校で経験したような活動が行われていないことがわかった。このことから，小学生が中学校に入学すると，小学校とは異なる方法で英文法の学習が始まることが確認された。このような学習方法の変化が，英語嫌いの一因になることも考えられるだろう。 [SUMMARY] In the Japanese Course of Study for Elementary School (2017) (the government curriculum guidelines for elementary school education), “understanding of language knowledge” was added as a goal of foreign language education. This paper describes two studies (Study 1 and Study 2) conducted to investigate how students acquire English language knowledge (or grammar) through school textbooks. Study 1 explored all English and, for comparison, Japanese textbooks authorized by the government and found that elementary school students learn English primarily through oral communication (listening and speaking). Only 44 out of 3,300 language activities (1.9%) in the English textbooks were focused on grammar. In contrast, we found that in Japanese elementary school textbooks 60 out of 861 lessons (7.0%) were about Japanese grammar, specifically, sentence patterns and word order. Study 2 looked for overlap or similarities between elementary and junior high school English textbooks in how English grammar is taught. We found there were no grammatical activities in junior high school English textbooks that resembled the pedagogical approach found in elementary school English textbooks. That is, once elementary school students reached the junior high school level, they started to learn English grammar differently from when they were in elementary school. The inconsistent methodology between elementary and junior high school may negatively impact learner achievement and enthusiasm for English study．

type:text [要約] 平成29年告示学習指導要領では，「言葉の特徴への気づき」を言語能力の育成に繋げることの重要性が謳われている。本研究では，メタ言語能力の育成を目指し，小学校低学年と中学年の児童を対象として，データ駆動型学習（data-driven learning：以下，DDL）を実践し，その効果，ならびに児童の気づきの様子を検証した。その結果，DDLを導入した授業について，２～４年生では指導効果が確認された一方，１年生では，文の形の違いを理解し理由を付けて分類することは難易度が高いこと，文の形においては名詞述語文が他の文型より理解しやすいと考えられること，１年生と２～４年生とで，発見した言葉のきまりの説明の仕方に違いが見られること，DDL授業の回数を重ねることで，より抽象化一般化した説明が増えること，児童の気づきを促すには，二つの文グループを比較する方法がより有効であること，などが明らかになった。 [SUMMARY] The Course of Study published in 2009 states the importance of connecting awareness of language characteristics to the development of language skills. In this study, we administered data-driven learning (DDL) with first-, second-, third- and fourth-grade elementary school students to develop their meta-linguistic abilities on their L1 (first language) and examined its learning effects. The first- and second-grade students learned three types of Japanese sentences by DDL: verb-predicate, noun-predicate, and adjective-predicate. The third and fourth graders learned to correct Japanese sentences with inappropriate subject-predicate agreement by DDL. As a result, we found that teaching DDL to second-, third-, and fourth-grade students was statistically effective. However, it was difficult for the first graders to distinguish the different patterns of Japanese sentences. We also found that noun-predicate sentences were more manageable for students to understand than verb-predicate and adjective predicate sentences. There were also differences between the first graders and second, third and fourth graders regarding how to explain the rules of the Japanese language. In addition, it was found that the consecutive DDL lessons had increased students’ awareness of L1 rules and that comparison of two sets L1 sentences promoted students’ understanding of L1 rules.