@article{oai:meio-u.repo.nii.ac.jp:00001503,
 author = {渡慶次, 正則 and Tokeshi, Masanori},
 issue = {26},
 journal = {名桜大学紀要, THE MEIO UNIVERSITY BULLETIN},
 month = {Mar},
 note = {小学校英語教科書「We Can! 1」と「We Can! 2」の出現文型頻度と題材の関係について明らかにすることを目的とする。調査により次の結果が示された。第１に，目標文型の出現については，両教科書で35文型を抽出した。「We Can! 1」では，頻度は422例 （平均12.1回） で，「We Can! 2」では，頻度は879例 （平均25.1回）である。両教科書で16回以上出現している42.9％の文型については，習得の条件を満たしている （Nation， 2001）。第２に，教科書で出現する文型と第２言語早期習得研究およびCEFR-J Grammar Profile （A1） で出現する文型の約88％に整合性がある。しかし，現在進行形，所有-’s，規則動詞（ enjoyedを除く），３人称単数現在-s，We are～ .の５文型は出現しない。第３に，出現する文型と題材の関連は，児童の思い出や夢，自分や他人，児童の身近な生活，日本や外国の４カテゴリーで，題材に合わせて児童の身近な生活や成長過程に関連性の高い文型が自然に出現している。最後に，教科書を横断的に頻出する文型については９文型を抽出し，特にI like apples （例），I’m ～（例），She can swim fast.（例），I want to ～（例） の文型が横断的に出現する頻度が高い。今後の調査では教科書の語彙の出現も含めて総合的に児童の英語習得達成度を検証する必要がある。, This study aims to identify the relationship between the frequency of sentence patterns and topics in two elementary school English textbooks, We Can! 1 and We Can! 2. The results indicate the following. First, a total of 35 sentence patterns were found. In We Can! 1, the frequency of these patterns was identified in 422 samples （mean: 12.1） and in We Can! 2, the frequency was observed in 879 samples （mean: 25.1）. An estimated 42.9％ of sentence patterns, which appear over 16 times, satisfy the conditions of language acquisition （Nation,
2001）. Second, there was a corresponding match, estimated at about 88％ , between sentence patterns found in the two textbooks and the list of sentence patterns recommended in early childhood second language research as well as CEFR-J Grammar Profile （A1）. However, there were five sentence patterns that did not appear: present progressive, possessive-’s, past regular verb （only “enjoy” appeared）, third singular-s, and we are. Third, the relationship between sentence patterns and topics indicates a strong relevance for students, in terms of familiarity in everyday situations and their development stage. Topics are grouped into four categories: student’s memories and dreams, self and others, everyday situations, Japan and foreign countries. Lastly, there were 9 sentence patterns that frequently appeared throughout the textbooks. These included sentence patters such as: I like apples （ex.）, I’m ～（ex.）, She can swim fast.（ex.）, I want to ～（ex.）.},
 pages = {35--46},
 title = {小学校英語教科書「We Can ! 1」「We Can ! 2」の文型出現頻度と題材について},
 year = {2021},
 yomi = {トケシ, マサノリ}
}