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なぜBe動詞でつまずいてしまうのか?-初級レベルの学生の誤答を見ながら-
https://doi.org/10.18878/00001980
https://doi.org/10.18878/00001980d763cfc3-2800-4a8e-a41b-d98248261100
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00008224759 (1.3 MB)
|
神戸女学院大学研究所
|
| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-12-01 | |||||
| タイトル | ||||||
| タイトル | なぜBe動詞でつまずいてしまうのか?-初級レベルの学生の誤答を見ながら- | |||||
| タイトル | ||||||
| タイトル | Why Is the Verb`To Be'Difficult for Learners?-Error Analysis in Beginners Level Students' English Composition- | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Be動詞 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 誤答分析 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 指導方法 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 英語への関心 | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | The verb 'to be' | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | error analysis | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | teaching methods | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | interest in English | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.18878/00001980 | |||||
| ID登録タイプ | JaLC | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 論文名よみ | ||||||
| その他のタイトル | ナゼBeドウシデツマズイテシマウノカ?-ショキュウレベルノガクセイノゴトウヲミナガラ- | |||||
| 著者名(日） |
白井, 由美子
× 白井, 由美子 |
|||||
| 著者名(英) |
SHIRAI, Yumiko
× SHIRAI, Yumiko |
|||||
| 著者所属（日） | ||||||
| 値 | 神戸女学院大学文学部英文学科 | |||||
| 要旨(日） | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The verb 'to be' is taught at the beginning of the first grade of junior high schools. It is a basic grammatical item. Yet even university/college students are confused with the verb 'to be' and regular verbs. The author found this situation, especially when teaching at T College several years ago, where many students ded not like English. At first, the author taught how to make sentences (SV, SVO) with regular verbs. After that, students learned how to make sentences (SVC) with the verb 'to be'. The rules of the verb 'to be' are limited and once learners understand them, the verb 'to be' should not be so difficult. Even so, it was still hard for them to comprehend the verb 'to be'. Then the author started wondering why they made such mistakes. She collected their mistakes from their answer sheets and analyzed them. As a result, their mistakes have been classified into six types. Some mistakes are influenced by Japanese grammar (interlingual errors ), while others are influenced by other English grammar (intralingual errors). We can also see some mistakes resulting from lack of comprehension of the roles of this complex verb. In this paper, the author mainly tries to explain why students made these mistakes. In addition, we will explore some practical ways to teach grammar. Students in this generation had education without cramming(=Yutori kyouiku) at school. In English class, not grammar but communication skills were stressed. Students repeated the phrases they learned in class and used them in communicative activities,but the grammatical items were not fully internalized. Considering this situation, we need to find effective ways to make students more active in English class. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00085725 | |||||
| 書誌情報 |
神戸女学院大学論集 en : KOBE COLLEGE STUDIES 巻 59, 号 2, p. 121-135, 発行日 2012-12-20 |
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