Mechanism of Internalizing Input in Learning English : Relationship between the Input and the Output in the Acquisition of English Vocabulary and Grammar by Japanese Junior High School and High School Students

英语学习输入的内化机制:日本初中生和高中生英语词汇和语法习得输入与输出的关系

• 批准号: 16520334
• 负责人: KANATANI Ken
• 金额: $ 0.96万
• 依托单位: Tokyo Gakugei University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16520334/
• 关键词: language input; language output; vocabulary acquisition; grammar acquisition

The purpose of this study is to investigate the relationship between the input and the output in second language acquisition. The present study is targeted on the acquisition of English vocabulary and grammar by Japanese junior high school and high school students, based on the results of our previous research conducted in 2001-2002 (Grant-in-Aid for Exploratory Research 13878038), which focused on the acquisition of English vocabulary by Japanese junior high school students.The lexical input data was collected from the textbooks used by the subjects of this study. In order to obtain the language output data, the Standard Speaking Test (SST), jointly developed by ALC and the American Council for the Teaching of Foreign Languages, was administered to the subjects. All the utterances in the test were transcribed for analyses. About 10 percent of the words used by the subjects were judged to have been first introduced in high school textbooks. However, further analyses showed that many of them were used as formulaic expressions in fixed contexts and that they might have been used in EFL classes in junior high school.Acquisition of grammar was analyzed focusing on five grammatical items covered in junior high school (to-infinitive, passive voice, comparison (comparative and superlative), present perfect, and relative pronoun) and two grammatical items learned in high school (relative adverb and subjunctive mood). Analyses revealed that grammatical items learned in junior high school were more frequently used by the subjects.

本研究旨在探讨二语习得过程中输入与输出的关系。本研究以日本初中生和高中生的英语词汇和语法习得为研究对象，基于我们在2001-2002年（Grant-in-Aid for Exploratory research 13878038）对日本初中生英语词汇习得的研究结果。词汇输入数据来源于被试使用的教科书。为了获得语言输出数据，对受试者进行了由ALC和美国外语教学委员会联合开发的标准口语测试（SST）。测试中所有的话语都被记录下来进行分析。调查对象使用的词汇中，约有10%被认为是首次出现在高中教科书中的词汇。然而，进一步的分析表明，它们中的许多在固定的语境中被用作公式化表达，并且可能在初中的英语课堂中使用过。对语法习得的分析主要集中在初中阶段学习的5个语法项目（对不定式、被动语态、比较（比较级和最高级）、现在完成时和关系代词）和高中阶段学习的2个语法项目（关系副词和虚拟语气）。分析发现，初中阶段学习的语法项目被主体使用的频率更高。