@article{oai:kobe-c.repo.nii.ac.jp:00002019,
 author = {白井, 由美子 and SHIRAI, Yumiko},
 issue = {2},
 journal = {神戸女学院大学論集, KOBE COLLEGE STUDIES},
 month = {Dec},
 note = {P(論文), 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.},
 pages = {121--135},
 title = {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-},
 volume = {59},
 year = {2012},
 yomi = {シライ, ユミコ}
}