Towards Better Grammar Instruction: Bridging the Gap between High School Textbooks and TOEIC
Title
Towards Better Grammar Instruction: Bridging the Gap between High School Textbooks and TOEIC
Towards Better Grammar Instruction: Bridging the Gap between High School Textbooks and TOEIC
Keywords: grammar instruction, TOEIC, frequency of grammatical features
Authors
Asako Uchibori, Kiyomi Chujo
Nihon University, Japan
Asako Uchibori, Kiyomi Chujo
Nihon University, Japan
Shuji Hasegawa
Mobara High School, Chiba, Japan
Bio Data
Dr. Asako Uchibori has a PhD in Linguistics and is an Assistant Professor at the College of Industrial Technology, Nihon University, Japan. Dr. Kiyomi Chujo is an Associate Professor at the same college. Dr. Shuji Hasegawa is an English instructor at Chiba Prefecture’s Mobara High School in Japan.
Abstract
The authors of this study discuss ways to make the instruction of grammar more effective, especially for Japanese beginning level English students. In particular, they discuss what grammatical features and structures students should be aware of in order to both enhance their classroom learning and their ability to understand and respond to practical English expressions such those in the TOEIC test, which measure proficiency in international English communication. They (a) assess both grammatical features and structures of three high school English textbook series widely used in high-schools in Japan and those of test questions in the TOEIC reading sections; (b) uncover discrepancies that exist between those textbooks and TOEIC; (c) make suggestions about how to approach the instruction of grammar; and (d) report the results of their case study in which grammar instruction was given to beginning level university students in the suggested way.
The authors of this study discuss ways to make the instruction of grammar more effective, especially for Japanese beginning level English students. In particular, they discuss what grammatical features and structures students should be aware of in order to both enhance their classroom learning and their ability to understand and respond to practical English expressions such those in the TOEIC test, which measure proficiency in international English communication. They (a) assess both grammatical features and structures of three high school English textbook series widely used in high-schools in Japan and those of test questions in the TOEIC reading sections; (b) uncover discrepancies that exist between those textbooks and TOEIC; (c) make suggestions about how to approach the instruction of grammar; and (d) report the results of their case study in which grammar instruction was given to beginning level university students in the suggested way.
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See pages 228-253
[/private]Category: Main Editions, Volume 8 Issue 2
