English language teaching in Japan from junior high school through university : Data-supported language learning for materials development

这项研究的目的有两个：第一，探索“数据支持的语言学习”在英语教材开发中的潜力；第二，更好地了解促进日本中学和大学英语教育教师之间合作的因素。2005年和2006年，语言数据收集自授权的日本初中、高中教科书、大学水平的ESL课程教材和英语电影。2006年和2007年的数据从词汇和语法内容、强调的产出性语言技能以及英语学习者理解所需的跨文化知识等方面进行了分析。为了达到第一个目的，我们调查了在日本课堂环境下实施基于语料库的教科书分析的三个重要问题：(1)语言项目对语言学习的频率影响；(2)从学习者认知和语言发展的角度考虑输入数据的质量；(3)特定交际语境下学习者的交际需求。针对第二个目的，四位研究者讨论了：(1)介词在教材中的分布；(2)学习者的释义能力；(3)过程写作的教学；(4)教材中隐含的文化偏见。建议采取更有效的方式促进初中、高中和大学之间在教材开发和课堂实践方面的合作。

The purpose of this research project was twofold: first, to explore the potential of "Data-supported Language Learning" for ELT materials development; and second, to provide a better understanding of the factors promoting cooperation among teachers of secondary and tertiary-level English language education in Japan.In 2005 and 2006, language data was gathered from ELT materials including authorized Japanese junior high, and high school textbooks, college-level ESL course books, and English movies. In 2006 and 2007 the data was analyzed in terms of lexical and grammatical content, the productive language skills emphasized, and cross-cultural knowledge required for EFL learners to understand. The above was utilized to develop a basic framework for more effective English language learning and teaching from junior high school through university in Japan.In order to attain the first purpose, we investigated three issues important to implement corpus-based textbook analysis within the Japanese classroom context: (1) frequency effects of linguistic items on language learning; (2) the quality of input data in view of learners' cognitive and linguistic development; and (3) learners' communicative needs in a particular communicative context. It was demonstrated that an integrated approach based on frequency, communicative needs, and language development, provides a more comprehensive framework to analyze and compare ELT materials.Concerning the second purpose, the four researchers discussed: (1) the distribution of prepositions in a textbook, (2) the paraphrasing ability of learners, (3) the instruction of process writing, and (4) cultural bias implied in a textbook. More effective ways of promoting cooperation among junior high schools, high schools and universities were suggested both in the areas of materials development and classroom practices.