Chugakko kentei kyokasho ni okeru eibunpo toriatsukai no henka

Kinki University English Journal No.1 February 2008. The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School Nobuko Sakurai Abstract This paper explores the change of grammar coverage in one of the junior high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology. Grammatical items and repetitions of them in New Horizon from 1977 and 2007 for first-year students are compared and analyzed. The results show that compared to thirty years ago students are now exposed to fewer varieties of structures and they have fewer opportunities to encounter them again within the same textbook. The organization of the new textbook differs from that of the old edition which is grammar-centered. These findings imply that English education in junior high school has changed along with the change in the textbook.. Keywords: textbook, junior high school, English grammar, change. ¥& ;;f;:ijlj-Z>I;t, tL1i1J~. .It~. i. cO) ct oj. 1977:¥c2007:¥1:~fJ~ tLt~ 'fl~~~)£~~~f1... 1:~1t. • :$Hff G t~ C c. 0, mtEO) 'fl~-:¥&:';t30:¥1itrI:.It« ~. G-r ~ -r ~,~. *71' ;C/ J. Gt~ 1J~ I:"":) ~'-r~« I? tL -r ~,~ 0 -:¥&:m 0)~f1. .1: ill -r. t~, ~f1..0).nX; {, -. ~{t. r.::..:L -. c. C 1J~~~ ~ tL -r ~,~. 0. 85. C. 0)*6*1J~. I?,. 0 t&t>. < ~ X1i$Jj c -'C- O)~illJ.t ~. c~X1iI:~tL ~M~O)yt,n'. '-i GX1i'flIL\I: l;t$JI.*~ tL -r ~ ,t,,n ' 0. -z>x1iO)~. c. C 1J~*,J~ Gt~ o. 'fl~~I::td It ~~~~~ ~f* {,.

Kinki University English Journal No . 1. English lecturers in universities throughout Japan must have felt at least once that their students' grammatical knowledge of English has declined. In my own experience, for example, more students say that they do not understand what adjectives are. Their production of simple sentences, moreover, seems to be less stable than that of learners ten years ago. One way to explain this is the change in the Course of Study, the guidelines issued by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). This document states what should be taught and learned to what extent, and is enforced by law (Ema, 2002). It has been revised several times since its first introduction. The most dramatic shift occurred in the 1989 guidelines which promoted yutori kyoiku (less strenuous education). As for English, a more communicative way of teaching replaced the grammar-translation method in this Course of Study (Suwabe, Mochizuki & Shirahata, 1997). Students who have followed the 1989 guidelines all the way from elementary to high school entered university in spring, 2007. Yoshimura et al. (2005) who investigated the results of the Center Test found that the average scores of the grammar and vocabulary sections began to decline in 1997 when most examinees were those who had learned English for six years in yutori education. This finding indicates that the Course of Study has had some influence on students' learning. What has been most affected by the Course of Study is the textbooks since MEXT screens them to assure that they are in accordance with the guidelines before they are approved to be published. A study in which high school English textbooks from 1986 and 2007 were compared has shown that the new textbook is not grammarcentered anymore (Sakurai, 2007). However, at the same time, this study has revealed its limitations. There are a number of approved English textbooks for high schools according to the list issued by MEXT. For instance, 34 textbooks were approved for English I in 2006. In addition to these, a variety of sub-textbooks, reference books and self-study books are used, which implies that English education at high school is more varied now in both content and level. Also, private high schools have more freedom to choose other textbooks than the approved ones as these schools are not strictly controlled by the Board of Education. For these reasons, looking at only one series of approved textbooks did not seem to be sufficient for investigating the change in English education that our students received before entering university. Therefore, in this paper, I will go back even further to look at the English textbooks used in junior high school which may be a cause for the variety in high school English education. 86.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai). The formal instruction of English officially starts in the first year of junior high school with one of the limited number of approved textbooks. English is the first foreign language for the majority of students, and it is their first experience to try to understand a different language. One of the most essential things which students need to learn is vocabulary as suggested by Folse (2004). How has vocabulary been dealt with in English classes of junior high school over years? Hasegawa and Chujo (2004) investigated the textbook New Horizon that was published in the 1980s, 1990s and 2000s to find how it presented vocabulary. They reported that the number of new words learned in the first year of junior high school was 289 in the 1980s which increased to 383 in the 1990s and to 433 in the 2000s. Moreover, the total number of words shifted from 1,562 to 1,671 and then to 1,586. The number of times that each word was used throughout junior high school was also calculated in this study, and it was found that the textbook from the 2000s did not repeat words as often as the textbooks from the 1980s and 1990s. Table 1.. Vocabulary in New Horizon for first-year students in junior high school (adopted from Hasegawa & Chujo, 2004). Number New words Words Repetitions of each word. 1980s 289 1,562. 1990s. 8.4. 2000s. 383. 433. 1,671. 1,586. 8.4. 7.1. As well as vocabulary, understanding grammar is required for functioning in the target language. Following the research of Hasegawa and Chujo (2004), this study will explore two points: 1. How have grammatical items treated in the textbooks for first-year junior. high school students changed between 1977 and 2007? 2. How many times are those items repeated within the same textbooks? Methodology There are only six English textbooks for junior high school that have been approved by MEXT for 2007. Among these, New Horizon was chosen for this study as it has been one of the most highly used textbooks (Hasegawa & Chujo, 2004), and it is published by the largest publisher of textbooks, Tokyo Shoseki. For a more subjective reason, I used the series as a student, so I have been curious about how it has changed.. 87.

Kinki University English Journal No . 1. The newest edition of New Horizon for first-year students and its equivalent from 1977 were examined and compared. Each sentence in the main part of each chapter 1 was read carefully and the grammar points included in it were recorded and categorized. Considering that everything about English was new to first-year students and needed to be explained, 1 analyzed grammar in as much detail as possible in consultation with grammar reference books and dictionaries. For example, "1 am older than his sister." was counted as a positive statement of "be" with first person singular as subject and comparative of adjective "-er" with pronoun "1," adjective "old," preposition "than," possessive determiner "his," and countable noun "sister." Functional language was categorized separately. The 2007 textbook has a number of differences when compared with the 1977 edition, and the most significant gap lies in organization. The new textbook has 11 chapters, 13 "Plus" chapters and one supplementary reading passage, while the old one simply consists of 26 chapters. The "Plus" chapters focus on listening, speaking, writing or all of these. 1 decided to include the main part of these "Plus" chapters in the current study as well since Hasegawa and Chujo (2004) concluded that they are an important part of the textbook in order to help students attain the standards outlined in the Course of Study. However, 1 excluded the "Tool Box" section in which extra vocabulary and phrases are introduced and some other information is given.. Results and Discussion The first point that was to be explored in the current study was the change of grammatical items in the 1977 and 2007 textbooks. The total of 223 different grammatical items was found in the two textbooks (Appendix A). The 1977 edition included 187 of these items, and 154 appeared in the new one. These numbers reflect that the amount of learning has been reduced by up to 30% in the newest Course of Study. Comparative, superlative and "there" plus "be" sentences were only introduced in the old edition, while the past tense of ordinary verbs was only found in the new book. This mainly caused the difference in the total number of items. One of the other things that appeared only in the 2007 edition was the conjunction "but." The 1977 textbook focused on "and" and "or" among conjunctions, and did not include "but." Although there were several other items that were seen only in the new textbook, such as the gerund after certain verbs, it is unknown to what extent they were explained as they 88.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai). appeared only once ·or twice. There were other discrepancies between the two textbooks. First, all of personal pronouns, possessive determiners and possessive pronouns, except for the plural form of the personal pronoun "YOU" as object, were introduced in the 1977 textbook. On the other hand, that was not the case in the 2007 edition. The new textbook mainly used "I," "yOU," "we" and "it" among personal pronouns and "my" among possessive determiners. Possessive pronouns hardly appeared in the new book. The pronouns "he" and "she" appeared only 17 times altogether in the 2007 textbook as opposed to 105 times in the old one. An explanation for this was found in the organization of the textbook. As Table 2 shows, the majority of the sections consist of conversations in the new edition. It is natural that speakers talk about themselves in the dialogs of introductory textbooks, and sentences are unlikely to start with "he" or "she." Table 2. Number Chapters Sections Dialogs. Organization of New Horizon from 1977 and 2007. 1977 26 77 16. 2007 11 + 13 "Plus" chapters 44 30. The limited number of the personal pronouns "he" and "she" presented a problem. It caused fewer varieties and repetitions in sentences and questions of "be" and ordinary verbs as well as in wh- questions. The very first sentence structures that first-year junior high school students are exposed to are positive sentences, negative sentences and yes/no questions with "be." The verb "be" is peculiar in English as it changes its form most irregularly. The third person singular "-s" and auxiliary verbs "do" and "does" are introduced in the lessons covering positive sentences, negative sentences and questions of ordinary verbs, which follow the instruction of "be." The knowledge of these is supposed to be reinforced in the introduction and practice of whquestions. As shown in Table 3, the number of occurrences was limited in positive statements, yes/no questions and wh- questions of "be" and ordinary verbs with third person singular as subject that appeared in the 2007 textbook. It is clear that the personal pronoun "it" which appeared 31 times as compared to 83 times in the 1977 edition could not make up for the infrequent use of "he" and "she" in the new textbook.. 89.

Kinki University English Journal No.1 Table 3.. Sentences and questions of" be" and ordinary verbs with third person singular as subject. 1977 Structures The verb "be" Positive statements Yes/ no questions Wh- questions Ordinary verbs Positive statements Yes/ no question Wh- questions. 2007. Number. Number of sections. Number. 34 7 8. 18 5 6. 4 0 1. 3 0. 45 15 13. 26. 9 2 0. 4 1 0. 11. 10. Number of sections. Table 3 illustrates another feature of the two textbooks. A grammar point was extensively repeated after its first appearance in the 1977 edition. The textbook was organized in a way that the grammar of one chapter was incorporated with new grammar in the next chapters. On the other hand, the 2007 textbook was not arranged by grammar. Although each of the 11 chapters had a focused grammar, the other 13 "Plus" chapters were skill-based, so grammar instruction tended to be interrupted. One of the other points that were reinforced in the 1977 textbook was the plural form of nouns. It appeared 89 times, more than 6 times as often as in the 2007 textbook. It is unfortunate that students have fewer chances to practice the plural" -s" since this is one of the grammar points that can be mastered accurately through formal instruction (Ellis, 1997). Another noticeable difference was the number of fragments (Appendix B). There were 16 incomplete sentences in the 2007 textbook, whereas only 3 were found in the 1977 version. More than 80% of the sections in the new edition are dialogs as seen in Table 2. English speakers do not always use full sentences in natural conversations. Instead, they may say a word or two, omitting overlapping parts and avoiding repetitions. Authentic conversations are more complicated than we think since they include discourse features such as pauses, hesitations and false starts (Gilmore, 2004). Therefore, it is not possible to have completely authentic-like conversations in textbooks. Fragments may have been the result of an attempt by the writers of the 2007 textbook to make dialogs less artificial. Formulaic expressions, appearing 39 times as opposed to 10 times in the 1977 textbook, seemed to have made the 2007 edition more conversation-oriented together with fragments. Greeting was in the first sentence of chapter 1, while it appeared later in chapter 23 of the old version. The 2007 book contained interjections such as "Well, 90.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai). ... " and "Here, ... " in addition to words used for eliciting repetition such as "Pardon?" and "Yes?". The old textbook was often criticized because it provided first-year junior high school students with non-personal sentences such as "This is a book." as their first encounter with English. The new textbook seemed to have overcome this shortcoming. The number of times that the demonstrative pronouns "this" and "that" were used decreased in the new textbook from 76 to 24 times. Two more features that differed between the two textbooks were seen in adjectives, adverbs, and prepositions. First, adjectives and adverbs appeared in the 1977 textbook almost twice as often as in the new version. A reason may be found in the Course of Study. The guidelines have a list of words and phrases that should be taught and learned, and textbooks need to include all of them to be approved by MEXT. The list is much shorter in the Course of Study that the 2007 edition followed, and adjectives and adverbs are not included in this list. Secondly, more varieties of prepositions were found in the new textbook although more grammatical items were observed in the 1977 textbook overall. As for the most commonly occurring preposition, the 2007 edition used "to" 14 times, while the old textbook used "in" 50 times in total focusing on two meanings. Table 4. Prepositions Number Prepositions Times prepositions were used Repetitions of the most used preposition. 1977 16 114. 50 ("in"). 2007 24 73 14 ("to"). The last thing that should be mentioned is the use of personal pronouns as objects. Surprisingly, both of the textbooks scarcely used them. Personal pronouns as objects can appear after the verb "be," but this structure was not found in either of the two books. Thus, ordinary verbs were examined further. Transitive verbs were observed 191 times among 236 repetitions of ordinary verbs in the 1977 textbook, and 80 times out of 116 repetitions in the 2007 edition. On the ground that objects were necessary in the sentences with transitive verbs, it is assumed that personal pronouns were carefully avoided or they were replaced by nouns so that learners could increase their vocabulary.. 91.

Kinki University English Journal No.1 Table 5.. Transitive verbs. Number. 1997. 2007. Times verbs appeared Times transitive verbs were used. 236. 116. 191. 80. Conclusion A few things have been made clear in this study. First-year junior high school students now are not getting as much input about English grammar as students 30 years ago. Junior high school English textbooks are not completely grammar-based anymore, just as recent high school English textbooks include more activities to instruct students in listening, speaking and writing in addition to reading and grammar (Sakurai, 2007). There is no acquisition without input. This lack of input and exposure is considered to be crucial as Ellis (1997) suggests that explicit knowledge is likely to help students to move from intake to acquisition. The "Plus" chapters in New Horizon of 2007 provide learners with opportunities to practice different English skills. However, it entirely depends on the individual teacher whether or not these parts are used, how they are used and how much of them are used in class (Hasegawa & Chujo, 2004). Some teachers may try to focus more on these skill-based pages in the hope that learners will acquire practical English which they can actually use for communication in the real world. On the other hand, some other teachers may supplement grammar that they think the textbook does not have enough explanation and practice of, spending less time on the "Plus" chapters. It is difficult to speculate on what is actually happening in class, but one thing is clear: English textbooks in junior high school have changed. This indicates that English education in junior high school has changed. As Matsuda (2002) says, the approved textbooks become the national curriculum itself since only the textbooks that are in accordance with the Course of Study are approved. Private schools are not obliged to use approved textbooks. However, they often choose one of them as the main textbook, so almost all first-year junior high school students receive their first formal instruction of English with the same kind of textbook nationwide. It is expected that the flexibility of the new textbook will make it possible for. each class to vary. English lessons in the first year of junior high school now are not as coordinated by the national curriculum as they used to be. Rather, they are influenced by individual classroom teachers. If this happens in the beginning years of. 92.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai). English education, how varied will learners' knowledge of English be? It is hoped that this study has given English lecturers at universities a chance to speculate about it. References Alexander, L. G. (1988). Longman English grammar. Essex: Pearson Education Limited. Brender, A. (1995) . Three crucial words: A, an, the. Tokyo: Harcourt Brace Japan. Eastwood, J. (2005). Oxford learner's grammar. Oxford: Oxford University Press. Egawa, T. (1991). A new guide to English grammar. Tokyo: Kaneko Shobo. Ema, S. (Ed.). (2002). Gendai yogo no kiso chishiki [Encyclopedia of contemporary words]. Tokyo: Jiyukokuminsha. Folse, K. S. (2004). Vocabulary myths. MI: The University of Michigan. Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal, 58(4), 363-37l. Hasegawa, S., & Chujo, K. (2004). Vocabulary size and efficacy within three serial JSH English textbook vocabularies created in accordance with revised "Course of Study" guidelines. Language Education and Technology, 41, 141-155. Kasajima, J. , Asano, H., Shimomura, Y., Makino, T., Ikeda, M., & et al. (2007). New Horizon English Course 1. Tokyo: Tokyo Shoseki.. Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182-200. The Ministry of Education, Culture, Sports, Science and Technology. Chugakko gakushu shido yoryo gaikokugo 1989 [The course of study for junior high school announced in. 1989: English]. Retrieved September 7, 2007 from http://www.mext.go.jp/b_menu /shuppan/sonota/990301/03122602/010.htm The Ministry of Education, Culture, Sports, Science and Technology. Chugakko gakushu shido yoryo gaikokugo 1969 [The course of study for junior high school announced in. 1969: English]. Retrieved September 7, 2007 from www.nicer.go.jp/guideline/old/ s44j/ chap2-9.htm The Ministry of Education, Culture, Sports, Science and Technology. Chugakko yo kyokasho mokuroku [The list of textbooks for junior high school]. Retrieved September. 13, 2007 from http://www.mext.go.jp/a_menu/shotou/kyoukasho/mokuroku/19/ chuugaku/ gaikoku.htm Ota, R. , Ito, K., & Kusakabe, T., et al. (1977). New Horizon English Course 1. Tokyo: Tokyo Shoseki. 93.

Kinki University English Journal No . 1. Rod, E. (1997). Second language acquisition. Oxford: Oxford University Press. Sakurai, N. (2007) . Changes in high school English education: A comparison of popular English textbooks. Acta Humanistica et Scientifica Universitatis Sangio Kyotiensis Kyotiensis Humanities Series, 36, 131-144.. Suwabe, M., Mochizuki, A., & Shirahata, T. (Eds.). (1997). Eigo no jyugyo jissen [Practice of English lessons]. Tokyo: Taishukan Shoten. Yoshimura, 0., Shojima, K., Sugino, N., Nozawa, T., Shimizu, Y., Saito, E., Negishi, M., Okabe, J., & Fraser, S. (2005). A research on the trend of academic achievement of English by IRT equating of National Center Test using the common subject design. Japanese Journal for Research on Testing, 1, 51-58.. Footnote The title, explanation of the focused grammar, practice section and review section were excluded.. Appendix A Example. Grammatical Items. 1977 2007. Japan. 154. 78. common countable nouns (singular). map. 337. 85. countable nouns (regular plural). (two) caps. 89. 15. proper nouns. countable nouns (irregular plural). (two) deer. uncountable nouns. tennis. 0. 2. 70. 41. ordinal numbers nouns as adjectives. (the) first (floor). 1. 1. lacrosse (team). 7. 7. appositive nouns. my friend Mike. 1. 5. Japanese words. sukoshi. 0. 6. numbers (time. price). eight thirty. 20. 11. compound nouns. high school. 2. 2. compound nouns (plural). Christmas cards. personal pronoun ''1" personal pronoun " you. ... 0. 1. 125. 62. 64. 25. personal pronoun "he". 59. 8. personal pronoun "she". 46. 9. personal pronoun " we ". 10. 20. 3. 0. 15. 2. personal pronoun " you" (plural) personal pronoun "they " personal pronoun "they" (non-animate). 18. 2. personal pronoun "it" as subject. 83. 31. 94.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai) personal pronoun " me " personal pronoun. " you ". 2. 2. 4. 0. personal pronoun "him". 2. 2. personal pronoun "her". 4. 1. personal pronoun as object "us". 2. 0. as object. personal pronoun as object "them". 3. 2. personal pronoun "it" as object. 6. 3. possessi ve determiner " my ". 42. 13. possessive determiner " your ". 39. 7. possessive determiner "his". 17. 1. possessive determiner "her". 14. 1. possessive determiner "its". 1. 0. possessi ve determiner " our ". 7. 4. possessive determiner "their" possessive determiner " your" (plural). 3. 0. 2. 0. possessive determiner of common noun plus "-' s". (my) brother's (album). 2. 0. possessive determiner of plural noun plus "-' s". (your) sisters' (school). 1. 0. possessive determiner of proper noun plus "-' s". Mike's (watch). 24. 0. 4. 1. possessive pronoun " mine " possessive pronoun. " yours ". 5. 1. 2. 0. possessive pronoun "hers". 1. 0. possessive pronoun " ours ". 2. 0. 2. 0. 4. 1. possessive pronoun "his". possessive pronoun "theirs" possessive pronoun of common noun plus "-' s". (It is my) mother's(.). possessive pronoun of proper noun plus "-' s". (It is) Mike's(.). 8. 0. demonstrative pronoun "this, that". This (is Japan.). 76. 24. demonstrative determiner singular "this, that". this (boy). 16. 6. demonstrative pronoun "these, those ". These (are lemons.). 4. 1. demonstrative determiner plural "these, those". these (pencils). determiners of number. two (dogs). positive statements of "be" with non-animate singular as subject. This is Japan.. negative statements of "be" with non-animate singular as sub- This isn't a book. ject. 4. 1. 26. 3. 111. 44. 4. 2. yes/no questions of "be" with non-animate singular as subject Is this Japan?. 34. 4. positive answers for yes/no questions of " be " with nonanimate singular as subject. Yes, it is.. 11. 2. negative answers for yes/no questions of "be" with nonanimate singular as subject. No, it isn't.. 14. 1. 16. 1. negative statements of "be" with non-animate plural as sub- They(spring and fall) aren't ject very cold.. 2. 0. yes/no questions of "be" with non-animate plural as subject. 3. 1. positive statements of "be" with non-animate plural as subject They are lemons.. 95. Are these all yours?.

Kinki University English Journal No.1. positive answers for yes/no questions of "be" with nonanimate plural as subject. Yes, they are.. 2. 1. negative answers for yes/no questions of "be" with nonanimate plural as subject. No, they aren't.. 1. 0. 11. 14. negative statements of "be" with 1st person singular as sub- I am not a teacher. ject. 3. 0. positive statements of "be" with 1st person singular as subject I am a Japanese boy.. positive statements of "be" with 2nd person singular as subject You are a student.. 8. 2. negative statements of "be" with 2nd person singular as subject. You aren't a teacher.. 1. 0. yes/no questions of "be" with 2nd person singular as subject. Are you a student?. 5. 2. positive answers for yes/no questions of "be" with 2nd person Yes, I am. singular as subject. 2. *1.5. negative answers for yes/no questions of "be" with 2nd person No, I'm not. singular as subject. 3. 1. 34. 4. positive statements of "be" with 3rd person singular as subject She is Nancy. yes/no questions of "be" with 3rd person singular as subject. Is that girl Jane?. positive answers for yes/no questions of "be" with 3rd person Yes, she is. singular as subject negative answers for yes/no questions of "be" with 3rd person No, she isn't. singular as subject. 7. 0. 3. 0. *3.5. 0. 4. 1. positive statements of "be" with 3rd person plural as subject. They are students.. negative statements of "be" with 3rd person plural as subject. They aren't students.. 1. 0. yes/no questions of "be" with 3rd person plural as subject. Are they friends?. 2. 0. positive answers for yes/no questions of "be" with 3rd person Yes, they are. plural as subject. 1. 0. negative answers for yes/no questions of "be" with 3rd person No, they aren't. plural as subject. 1. 0. positive statements of "be" with 1st person plural as subject. We are students.. 2. 0. positive statements of "be" with 2nd person plural as subject. You are teachers.. 2. 0. yes/no questions of "be" with 2nd person plural as subject. Are you Mr. Miller's students?. 1. 0. 1. 0. negative answers for yes/no questions of "be" with 2nd person No, we aren't. plural as subject verbs with adverbs. get up. 11. 8. ordinary regular verbs. like. 85. 51. ordinary irregular verbs. have. 151. 65. 58. 25. negative statements of ordinary verbs with 1st person singu- I don't like dogs. lar as subject. 6. 4. positive statements of ordinary verbs with 2nd person singu- You have a good dog. lar as subject. 4. 0. yes/no questions of ordinary verbs with 2nd person singular Do you have a camera? as subject. 23. 11. positive answers for yes/no questions of ordinary verbs with Yes, I do. 2nd person singular as subject. 18. *3.5. 5. 3. 7. 9. positive statements of ordinary verbs with 1st person singular I have a ball. as subject. negative answers for yes/no questions of ordinary verbs with 2nd person singular as subject. No, I don't.. positive statements of ordinary verbs with 1st person plural as We love them. subject. 96.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai) positive statements of ordinary verbs with 2nd person plural They live in London. as subject. 2. 0. yes/ no questions of ordinary verbs with 2nd person plural as Do they love you? subject. 4. 0. positive answers for yes/ no questions of ordinary verbs with Yes, they do . 2nd person plural as subject. 1. 0. No, they don' t.. 3. 0. positive statements of ordinary verbs with 3rd person singular He likes tennis. as subject. 45. 9. 4. 2. 15. 2. positive answers for yes/no questions of ordinary verbs with Yes, he does. 3rd person singular as subject. 9. 1. negative answers for yes/ no questions of ordinary verbs with 3rd person singular as subject. 6. 1. 2. 0. negative answers for yes/ no questions of ordinary verbs with 2nd person plural as subject. negative statements of ordinary verbs with 3rd person singu- He doesn't like basketball. lar as subject yes/ no questions of ordinary verbs with 3rd person singular Does your brother like tenas subject nis?. No, he doesn' t.. positive statements of ordinary verbs with non-animate singu- School starts at 8:30. lar as subject wh word "how ". 12. 7. wh word "what". 37. 11. wh word "when ". 1. 2. wh word "where". 4. 3. 5. 1. 11. 1. wh word "which" wh word "who" wh word "whose". 5. 1. 28. 9. 22. 12. wh questions of "be" with wh word as object and 3rd person Who is this boy? singular as subject. 8. 1. wh questions of "be" with wh word as object and 2nd person How old are you? singular as subject. 0. 0. wh questions of "be" with wh word as object and non-animate How long are the classes? plural as subject. 5. 1. wh questions of "be" with wh word as object and 1st/ 2nd/3rd What color are they? person plural as subject. 1. 0. wh questions of "be" with wh word as subject. What is on the table?. 9. 0. wh questions of ordinary verbs with wh word as subject. Which bus goes to City Hall?. 0. 1. 0. 1. wh questions of ordinary verbs with wh word as object and What do you have for break2nd person singular as subject fast?. 12. 7. wh questions of ordinary verbs with wh word as object and 3rd How many rackets does Jane person singular as subject have?. 13. 0. article "a". 108. 23. article " an ". 16. 1. wh word as adjective/ adverb. (Whose book is this?). wh questions of "be" with wh word as object and non-animate What is this? singular as subject. wh questions of ordinary verbs with wh word as object and How long does it take? non-animate singular as subject. article "the" expressing that noun was previously mentioned article "the" expressing specificity by picture. (There page.). 97. IS. a picture on the. 5. 1. 19. 6.

Kinki University English Journal No. 1. article "the" expressing specificity by uniqueness in given context. the (radio). 2. 9. article "the" expressing specificity by word that limits. the (first floor). 8. 1. article "the" expressing specificity by prepositional phrase. the (names of the seven days). 2. 0. article "the" with musical instrument. the (organ). 3. 2. article "the" with name. the (English Club). 0. 4. art icle "the" with times of the day. (in) the (evening). 3. 1. 2. 0. imperative of "be". Be careful.. 0. 1. imperative of ordinary verb. Stand up.. 11. 6. imperative with "Let's". Let's read these words .. 2. 2. article "the" with superlative. imperative with "please". Please have a drink .. 3. 0. adjectives for noun. (a) black (dog). 71. 21. adjectives in predicate position. (It's not) easy(.). 27. 19. adjectives after noun. (1' m 13 years) old(.). 5. 2. adverbs for verb. now. 67. 39. adverbs for adjective. very (interesting). 10. 4. adverbs for adverb. very (much). 13. 5. 1. 0. 10. 4. 1. 2. adverbial phrase " a little" positive statements of "can". I can play baseball.. negative statements of "can". I can't ski.. yes/ no questions of "can". Can Tom play baseball?. positive answers for yes/ no questions of "can". Yes , he can.. 7. 2. *4.5. 1. negative answers for yes/ no questions of "can". No, he can't.. 2. 1. wh questions of "can" with wh word as object. When can we see them?. 0. 1. positive statements of "there " plus "be" with singular noun There is a piano in the room. phrases. 9. 0. positive statements of "there " plus "be" with plural noun phrases. There are English books.. 5. 0. yes/ no questions of "there " plus "be " with singular noun phrases. Is there a doll on the table?. 3. 0. positive answers for yes/no questions of "there" plus "be" with singular subjects. Yes, there is.. 2. 0. negative answers for yes/ no questions of "there " plus "be" with singular subjects. No, there isn' t.. 1. 0. yes/ no questions of "there" plus "be" with plural noun phrases. Are there any pictures on the wall?. 2. 0. positive answers for yes/ no questions of "there" plus "be" with plural subjects. Yes, there are.. 1. 0. negative answers for yes/ no questions of "there" plus "be" with plural subjects. No, there aren't.. 1. 0. negative statements of "there" plus "be" with singular sub- There isn't a doll. jects. 1. 0. wh questions of "there" plus "be" with plural subjects. How many chairs are there in the room?. 3. 0. comparative of adjectives with "-er". (old)er. 17. 0. 14. 0. preposition "than". 98.

The Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai) comparative of adjectives with "as ... as". (as) old (as). 5. 0. comparative of adverbs with" -er ". (fast)er. 3. 0. superlative of adjectives with "-est". (old)est. 2. 0. superlative of adverbs with "-est". (fast)est. 1. 0. irregular comparative of adverbs. (Which do you like) better (?). 2. 0. irregular superlative of adverbs. (Which season do you like) best(?). 2. 0. positive statements of present continuous. I am eating supper now.. 10. 9. negative statements of present continuous. He isn't studying.. 1. 0. yes/no questions of present continuous. Are you studying now?. 2. 2. positive answers for yes/no questions of present continuous. Yes, I am.. 1. *0.5. negative answers for yes/no questions of present continuous. No, I'm not.. 1. 0. present continuous expressing plan. Today we're going to Niagara Falls.. 0. 1. wh questions of present continuous. What are you studying?. 4. 1. 24. 6. conjunction "but". 0. 8. conjunction " or ". 14. 0. conjunction " so ". 0. 1. pronoun " everyone ". 0. 2. 0. 1. 11. 1. conjunction "and". pronoun " any ". (I don't have) any(.). pronoun of number. (He has) two(.). gerund after certain verbs. I like skiing.. 0. 2. past simple of ordinary verbs. At night we went to the shrine.. 0. 12. yes/no questions of past simple of ordinary verbs. Did you study Japanese at school in Tokyo?. 0. 2. positive answers for yes/no questions of past simple of ordinary verbs. Yes, I did.. 0. 1. negative answers for yes/no questions of past simple of ordinary verbs. No, I didn't.. 0. *0.5. negative statements of past simple of ordinary verbs. I didn't finish it.. 0. 2. wh questions of past simple of ordinary verbs. Where did you go on Saturday morning?. 0. 1. quantifier "a lot of" with countable nouns. a lot of (people). 0. 1. quantifier "a lot of" with uncountable nouns. a lot of (snow). 1. 0. 0. 2. quantifier "all" " any ". 2. 1. quantifier " any " in yes/no questions. 8. 0. quantifier "both". 0. 1. quantifier " each". 0. 2. quantifier. in negative statements. quantifier " every ". 6. 2. quantifier " many ". 10. 3. 3. 1. 0. 1. quantifier " some " with countable nouns. some (CDs). ... preposition across ". 99.

Kinki University English Journal No.1. preposition "after". 2. 5. preposition "at" expressing place. 2. 3. preposition "at" expressing time. 15. 10. 2. 1. preposition "before" preposition "between ". 0. 1. preposition "by" expressing closeness. 0. 1. preposition "by" expressing means. 3. 2. preposition "for" expressing help. 0. 1. preposition "for" expressing purpose. 0. 1. preposition "for" expressing direction. 1. 0. preposition "from". 0. 4. preposition "from ... to . . .". 0. 1. preposition "in" expressing condition. 0. 1. preposition "in" expressing place. 40. 10. preposition "in " expressing time. 10. 5. preposition " near ". 4. 0. preposition "of" expressing part quantity. 0. 1. preposition "of" expressing possessive. 4. 2. 1. 0. 14. 2. preposition "of" for superlative preposition " on " expressing place preposition. " on ". expressing time. 1. 2. preposition "to" expressing direction of movement. 8. 14. preposition " under ". 1. 1. preposition " with" expressing being together. 6. 2. preposition "with" expressing "in regard to". 0. 1. preposition " with" expressing possession. 0. 1. 187. 154. Total: 223. *The answers "Yes./No." instead of "Yes. (subject plus verb}./No. (subject. verb plus "not"}." were counted as 0.5.. Appendix B Conversational Phrases. 1977 2007. calling. 24. 12. fragment. 3. 15. "Yes." (agreeing). 1. 2. "Hello/Hi.". 4. 5. "Good morning.". 1. 2. "How are you?". 2. 0. "How are you doing?". 0. 1. "How do you do?". 2. 0. "Fine. ". 1. 0. "Nice to meet you.". 0. 4. 100.

-T he Change of Grammar Instruction Seen in Approved English Textbooks for Junior High School (Sakurai) "See you. ". 0. 1. "Good-bye/Bye. ". 0. 2. "Here, . .. " (interjection). 0. 1. "Really?". 0. 2. "All right/Right.". 1. 2. "OK.". 0. 3. "Oh, . .. ". 0. 10. "No!" (surprise). 0. 2. "I see. ". 0. 1. "What?". 0. 1. "Yes?". 0. 1. "Pardon?". 0. 1. "Sorry.". 0. 2. "Thank you/Thanks. ". 5. 6. "You're welcome.". 0. 2. "Wow!". 0. 1. "Well, . .. ". 0. 2. "Can you . .. ?" (asking someone to do something). 0. 2. "Can I .. .?" (asking for permission). 0. 1. "Here we are.". 0. 1. "Here you. are. ". 0. 1. 0. 2. "Of course.". 1. 0. "Sure. ". 0. 1. please. ". 0. 3. "Excuse me. ". 0. 2. "Hello?" (on telephone). 0. 2. "Happy New Year!". 0. 1. 10. 34. "How about ... ?". " .... ,. Total: 38. 101.