Japanese EFL learners' acquisition of grammatical competence and effects of second language instruction on the development of L2 grammar

在这个项目中，我们通过三个独立的实验来研究日本英语学习者在中介语语法方面的发展。第一项研究通过口头和书面语篇完成测试调查了36个语法项目的难度顺序。结果表明，日本英语学习者在复杂句子的语法项目处理上存在困难。在第二项研究中，使用前测后测设计比较了三种不同的教学干预措施的效果。结果表明，明确的形式为重点的教学是相对有效的习得复杂的语法项目。在第三项研究中，对日本初中生的语法发展过程进行了广泛的考察。

In this project we examined Japanese EFL learners' development in interlanguage grammar by conducting three separate experiments. The first study investigated the difficulty order of 36 grammatical items with oral and written discourse completion tests. Results showed that grammatical items requiring complex sentence processing were difficult for Japanese EFL learners. In the second study, effects of three different pedagogical interventions were compared using a pretest-post-test design. It turned out that explicit form-focused instruction was relatively effective for the acquisition of complex grammatical items. In the third study, the processes of grammatical development of Japanese junior high school students were extensively examined.