Speaker
Description
The main purpose of this presentation is to examine communicative grammar examples in terms of language functions and English for interaction and for production. In this study, written data from dialogues and plural sentences used in the sections of English grammar and language functions from textbooks were collected, analyzed, and categorized. Findings in this study suggest that English grammar and language functions can be instructed interdependently, in terms of English for interaction and production.
Abstract section 1: Relevance
CEFR (Council of Europe, 2020) categorizes communicative language activities into reception, production, interaction, and mediation. Referring to CEFR, MEXT’s current Course of Study (CS) has newly introduced the notion of ‘five skill areas’ by dividing speaking into interaction and production. It also emphasizes the importance of making ‘the students strongly aware of the necessity and usefulness of grammar in achieving communication objectives’ by considering the appropriate ‘purposes, scenes and situations (MEXT, 2019).’ Therefore, in setting communicative grammar examples, which language function to use and whether to use the expressions for interaction or production should be considered.
Abstract section 4: Outcomes/results
Results suggest the importance of teaching grammar and language functions in terms of English for interaction and production. For example, the present perfect is often used for summary in production, and participles are often used for description in interaction. Results also show that some dialogues or sentences in grammar exercises or language functions could be useful as English grammar examples in communicative contexts. In addition, findings in this study suggest that English grammar and language functions can be instructed interdependently.
Abstract section 5: References
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg.
MEXT（2019）. Koto-gakkou Gakushu Shido Youryo Kaisetsu-hen [The Course of Study for Senior High School (announced in 2018): Foreign Language] Tokyo: Kairyudo.
Abstract section 2: Contribution/research questions
RQ1: Are there any differences in English textbooks between English uses in interaction and production and, in terms of language functions and grammar items?
RQ2: Should we need to consider the difference between interaction and production in dealing with language functions and grammar?
Abstract section 3: Content/method
Data were collected from forty-one sets of English textbooks for the former CS and thirty-five sets for the current CS. The sentences and key expressions used in them were divided into interaction and production, and then were categorized into groups of major and subordinate grammatical items and of language functions. Descriptive statistics, multivariate analysis and residual analysis were mainly used for data analysis.
| Title | Grammar-function links in interaction and production |
|---|---|
| Teaching Context | Junior/senior high-school |