研究業績(論文)

基本情報

氏名 マクブライド, ポール
氏名(カナ) マクブライド ポール
氏名(英語) McBRIDE Paul

論文名

高校英語教育に第二言語習得研究が示唆するもの

著者名

マクブライド ? ポール

雑誌名

玉川高等部高等部教育研究誌

出版者

 

 

 

開始ページ

160-167

 

 

終了ページ

 

発行年月日

2007/10

査読の有無

招待の有無

 

記述言語

 

掲載区分

 

掲載種別

研究論文(大学、研究機関紀要)

執筆形態

単著

ISSN

 

DOI

 

NAID(CiNiiのID)

 

PMID

 

Permalink

URL

概要

 

備考

Most second language acquisition (SLA) researchers agree that becoming competent in a second language (L2) is primarily due to having implicit knowledge. Yet, most Japanese teachers predominantly choose explicit teaching techniques. Further, there is a body of SLA research which suggests that explicit and implicit knowledge are completely separate so that explicit knowledge cannot be converted into implicit knowledge. A native teacher of English (NTE) in Japan whose views about teaching and learning have been shaped by this body of research may find the situation paradoxical. Both the SLA research and their experiences in education prior to coming to Japan may cause them to question the efficacy of explicit teaching. 

In spite of this, SLA research does support explicit teaching techniques. There is an emerging view among SLA researchers that explicit knowledge can convert into implicit knowledge if the learner is ready to acquire the targeted feature.