本稿は、筆者自身の教授及び学習体験、母語話者調査も含めた実際の英語使用の現状、認知言語学の学問知を基盤とし、人が新しいことを理解するときに用いるアナロジー力などの認知能力の活用を基盤とする学習英文法を設計する青写真を描いてみることである。学校英語教育の現状の問題点に簡単に言及することから始め、英語学習において、人がもつ認知能力を活性化することの効果について述べるため、「言語分析のための英文法」と「学習英文法」の本質的な違いに言及する。次に、認知言語学の学問知から、言語には恣意的な部分と動機づけられら部分があり、学習者に動機づけられた部分に目を向けさせることの効果について紹介する。そして、人が新しいものを理解するメカニズムについて述べ、そのメカニズムを活用した学習法を、活用する能力の質的な違い別に述べてみる。
The main objective of this paper is to present the blueprint of a new type of English grammar for teaching and learning, based on what the author has been investigating. The author has been designing and developing a new way of explaining English expressions, based on his teaching and learning experiences, the observation of how English language is actually used, (including asking some native speakers for their feedback,) the concepts of Cognitive Linguistics, and Theories of Foreign Language Education. This paper discusses the following four points. Firstly, it presents the overall image of what the author is planning to design and develop as a curriculum for 'English Grammar for Teaching and Learning'. Secondly, it introduces the related ideas and concepts from Cognitive Linguistics. Thirdly, it claims that the grammatical explanations that the author has been practicing (Imai 2010)" should be of much assistance for the learners to acquire English, and is also very compatible with what SLA and Cognitive Linguistics say is inevitable for teaching and learning English as a foreign language. Finally, this paper gives a few actual examples of how to explain the cognitive motivation of language expressions. In developing ways to explain the cognitive motivation of language expressions, the author takes into account the ways people understand new concepts, what is generally called, analogical ability.
学習者の持つ認知能力の活用を基盤とする学習英文法
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