Long Krashen input 1. Corder Krashen Krashen. Krashen. Swain 1985

Transcription

1 J-SHINE

2 Corder Krashen 1985 Krashen 2 Krashen Swain Long Krashen input 1 input

3 J-SHINE 3 2 Eric Carle Brown Bear, Brown Bear, What Do You See? 1984 Brown Bear Brown Bear 2 Brown Bear, Brown Bear, What do you see? I see a red bird, looking at me. 8 37

4 T1 T2 S 1 24 T1: Brown bear, brown bear, what do you see? 7 T2: roar x 48 T1: I see 1 T2: Tweet, Tweet x 2 4 T2: T1: a red bird looking at me (4 ) T1: Red bird, red bird, what do you see? 6 T2: Tweet, Tweet x 4 4 T1: I see 1 T2: quack, quack x 2 4 T2: T1 T1: a yellow duck looking at me (5 ) T1: Yellow duck, yellow duck, what do you see? 6 T2: quack, quack x 4 4 T1: I see 3 T2: 7 neigh neigh neigh neigh 4 T2 T1: a blue horse looking at me (3 ) T1: Blue horse, blue horse, what do you see? 6 T2: neigh, x 4 8 T1: I see 2 T2: 13 Ribet ribet 4T2 S: T2: T2 Ribet, x 7 T1: a green frog looking at me (3 ) T1: Green frog, green frog, what do you see? 7 T2: ribet, x T1: I see 2 T2: Meow x 8 8 T2 T2 S: purple cat S T2ribet, x 7 T1: a purple cat looking at me (4 ) T1: Purple cat, purple cat, what do you see? 7 T2: meow x 84 T1: I see 2 T2: 11 S: T2 bow wow T2: T1 T1: a white dog looking at me (7 ). S: me 7 36 S: What do you see? 1 T1: White dog, white dog, what do you see? 7 S: bow wow x 84T2 T1: I see 2 T2: 38

5 S: baablack sheep meh baa 15 baa meh T1 T1: a black sheep looking at me (7 ). S: baa 8 31 T1: Black sheep, black sheep, what do you see? 8 S: baa meh x 10 15T2 baa meh T1: I see 2 T2: S: fish, orange fish2 T1 T1: gold fish looking at me (4 ) T1: Gold fish, gold fish, what do you see? 7 T2: pah x 6 3 T1: I see 1 T2: Wookii x 124 S: monkey3 T2. Good 2 T1 S monkey T1: looking at me (3 ) T1: Monkey, monkey, what do you see? 6 T2 S: Wookii T28 T1: I see children looking at me (7 ) T T1T2 4T2 T Brown Bear 3 what do you see? what do you see? 39

6 2 Brown bear2 Brown bear /b/ 2 Red bird /d/ 2 Monkey, monkey, what do you see? Children, children, what do you see? children monkey children children Children, children, what do you see? (8)

7 1 Reese, Elaine: The tyranny of shared book-reading, in Suggate, Sebastian and Reese, Elaine (Eds.), Contemporary Debates in Childhood Education and Development, (pp ) Routledge, J-SHINE 3 Reese The significance of learners errors, International Review of Applied Linguistics vol Krashen 6 Justice et al icsfiles/afi eldfile/2014/01/31/ _01.pdf Krashen, Stephen: The Input Hypothesis: Issues and Implications, London, Longman, Swain, Michael. Communicative competence: Some rules of comprehensive input and comprehensible output in its development, in S. M. Gass and C. G, Madden (eds.). Input in Second Language Acquisition, Newbury House, Long, Michael: The role of the linguistic environment in second language acquisition, in Ritchie, W. C. and Bhatia, T. K. (eds.) Handbook of Second Language Acquisition, Academic Press, p Reese, Elaine: The tyranny of shared book-reading, in Suggate, Sebastian and Reese, Elaine (Eds.), Contemporary Debates in Childhood Education and Development, (pp ) Routledge, Reese, Elaine: Tell Me a Story, Oxford University Press, vol. 29 no. 1, Justice, L. M., Pullen, P. C. and Pence, K.: Influence of verbal and nonverbal references to print on preschoolers visual attention to print during storybook reading., Developmental Psychology, vol. 44,

8 Effective Storytelling in English Classes at Japanese Elementary Schools Matsumoto, Yumi This paper proposes that establishing specific methods of reading English picture books would have immeasurable positive effects on understanding such books and would consequently lead to an improvement in the English ability of young children. Methods should be established to help young children understand the stories well enough to sense both the phonological and semantic characteristics of the English language. The techniques and devices of language and the styles embedded in picture books should be examined closely by the teachers beforehand. It is also proposed that a guidebook should be made to allow teachers to recognize such techniques. Only through these methods would children be in a position to negotiate the narrative world of picture books, and only then could the English language be used successfully to convey the themes and the story of each book. Keywords: English Picture books, Storytelling, Repetition 42