Revealing the Characteristics of Spoken English Discourse - In order to Contribute to the Communicative Approach to Teaching English in Japan

本研究项目有四个目标：(1)对英语口语的词汇句法方面进行广泛的研究，并将研究成果应用于英日词典的改进。(2)扩大和扩充研究人员自建的语料库。(3)阐明英语口语和书面英语的语篇结构的差异。(4)寻求如何将上述研究成果应用于我国的英语教育。广泛的研究成果不断被报道在《小学馆语言世界》中名为《Goho-no Tetsujin》(英语用法中的铁人)的栏目中(http://www.1-world.shogakukan.co.jo)是小学馆出版的专门从事语言教育的主页)，以及大书馆出版公司出版的《英语教育》杂志上对全国英语教师提出的各种问题的回答。我也是小学馆2004年1月出版的《第四届进步英日词典》的主编。我建议从语篇层面开始进行语言分析，向下到句法-语义层面，然后再向下到形态、音位和语音。这种分析方法强调语篇分析不是句子句法分析的延伸，而是分析的起点。关于(4)，我建议阅读应该从对语篇的结构和语义的理解开始，然后到对段落的理解，然后是句子的分析，如果有必要，然后是单词和短语层面的研究，然后是对语篇的语音和语音方面的学习。

This research project had the following four objectives :(1)To do extensive research on lexico-syntactic aspects of spoken English and use the research results for the improvement of English-Japanese dictionaries.(2)To enlarge and expand the corpus data which had been constructed by the researcher himself.(3)To explicate the difference between the discourse structures of spoken and written English.(4)To find ways to apply the research results above to the English language education in this countryAs to (1)and (2),the extensive research results have been constantly reported in the column named "Goho-no Tetsujin" (Iron-man in English usage) in the "Shogakukan Language World," (http://www.1-world.shogakukan.co.jo) a homepage specializing in language education hosted by Shogakukan Publishinc Co., as well as the answers to a variety of questions from English teachers across the country in the English Education magazine published by Taishukan Publishing Co. I am also Editor-in-Chief of Yourth Progressive English-Japanese Dictionary published from Shogakukan in January 2004.As to (3),I proposed to start a linguistic analysis from the discourse level, going down to syntactic-semantic level, and then down to morphology phonology and phonetics. This method of analysis stresses the idea that the analysis of the discourse is not an extension of the syntactic analysis of the sentence but the starting point of analysis. As to (4),I proposed that reading should start from the structural and semant5ic understanding the discourse and then on to the understanding of the paragraph, and then down to the analysis of the sentence, if necessary and then comes the study of the word and phrase level, followed by learning phonological and phonetic aspects of the discourse.