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The Interaction Effects of Language Proficiency and Language Analytic Ability on Explicit Deductive and Inductive Grammar Instruction

Miki Satori
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.03|Journal of Asia TEFL|제21권 제1호|pp. 1-17|DOI http://dx.doi.org/10.18823/asiatefl.2024.21.1.1.1

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참고문헌

키워드

grammar acquisitionlanguage analytic abilityL2 proficiencyexplicit-deductive/inductive approachJapanese EFL classrooms

초록

本研究では、異なる英語習熟度を持つ日本人の英語学習者に対して、文法の指導において演 繹的アプローチと帰納的アプローチのどちらの明示的指導方法が効果的かについて調査を行 った。また、言語適性が教育の成果にどのように影響するかについても検証した。82人の日 本人英語学習者を対象に、言語適性テストと英文の文法修正タスクを行い、文法の指導前と 指導後の成績の比較を行った。研究の結果、英語習熟度や言語適性の低い日本人学習者にと っては、演繹的なアプローチによる明示的文法指導の方が、帰納的なアプローチによる指導 よりも有益である可能性が示された。学習者の言語適性は英語の習熟度と正の相関関係があ ったが、指導の成果への影響は、確認されなかった。この結果より、日本における文法の指 導においては、言語適性、習熟度、および指導方法の相互作用を考慮することが重要である 可能性が示唆された。

Abstract

This study explored which type of explicit instruction (explicit-deductive or explicit-inductive) was more effective for Japanese EFL learners across different proficiency levels and examined the role of language analytic ability (LAA) in L2 proficiency and learning outcomes. This study also investigated how individual differences in LAA mediated the effects of these two types of explicit instructional approaches. The participants were 82 late learners of English as a foreign language (EFL). They completed a subtest of an aptitude test and a form-focused sentence correction test to measure their resulting performance. The results indicated that explicit-deductive grammar instruction might be more beneficial than explicit-inductive instruction for Japanese EFL learners with low proficiency. LAA had a positive effect on L2 proficiency, but the effects of individual differences in LAA on instructional outcomes were neutralised by more structured explicit grammar instruction in the case of Japanese EFL learners. Follow-up analyses showed that the interaction effect of LAA with explicit-deductive instruction was significant in the low-LAA group. This study highlights the importance of considering the interaction among LAA, language proficiency, and instructional conditions in the design of the most effective learning activities in Japanese EFL classrooms.

참고문헌 (40)

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