https://padlet.com/birminghamacademy3/gsegir46j7v3 Made with charisma en-us 2017-11-29 14:40:16 UTC 2017-11-29 14:48:05 UTC hello@padlet.com birminghamacademy3 https://padlet.com/birminghamacademy3/gsegir46j7v3/wish/211414844  1. INTRODUCTION 1.1 Significance of the Problem “When I learned English in high school, I learned only grammer. Japanese teacher taught me a lot of grammer. I was getting hate English at that time. I thought Japanese student worry about grammmer .” These statements extracted from Japanese learners’ writing not only manifest their errors, but they also reflect their attitude toward grammar. However, they do not inform us about the source of errors, neither do they give any explicit indication why the learners form such a common negative opinion. In dealing with learners’ errors, one teacher may suggest correcting them as soon as they appear, another might emphasize ignoring them, and another would say to find ways to help learners on the basis of these errors. The first two suggestions may lead to a debate which appears unlikely to help learners in learning grammar in those countries that pay considerable attention to this problematic aspect of language teaching. An EFL teacher accustomed to English education in Japan would be fully aware of how essential ‘grammar knowledge’ is for a Japanese learner and how grammar has been (and is still being) taught and learned in Japanese schools. Thompson (1995) describing the situation pointed out that The traditional Japanese regard for authority and formality is in tune with teacher-dominated lessons where much heed is paid to the ‘correct’ answer, learning of grammar rules and item-by-item (rather than contextualised) vocabulary. (223) . . 2 More recent studies have reported that “. . . English language instruction in high schools in Japan has largely been and still is dominated by yakudouku, a non-oral approach to foreign language instruction thought to be related to grammar/translation. . . ” (Gorsuch 1998: 7); and “. . . rote learning and memorization in Japanese schools.” (Susser 1998: 55). Despite so much emphasis on grammatical instructions in such classrooms, the learners’ progress seem to be almost negligible if seen at a global level. For instance, Lougheed (1992: 2), from a reliable report on TOEFL scores of speakers of nineteen different first languages, states that grammar was among the areas statistically proved weakest for Japanese learners. 1.2 Objectives of the Paper In view of the preceding discussion, this paper attempts [a] to identify and analyze two error patterns in written texts of upper-basic Japanese learners, in an EFL context. One pattern is believed to have originated in the Japanese language and the other is believed to be derived from general misuse or overgeneralisation of learning strategies; and [b] to devise teaching procedures to help the students deal with these patterns. (Willis 1997: 163, #5) The report will first, provide information on the background of the problem through a literature review; next, identify and analyze the students’ errors; then, describe the steps employed in designing teaching procedures; and last, discuss the outcomes of the study ]]> 2017-11-29 14:43:46 UTC https://padlet.com/birminghamacademy3/gsegir46j7v3/wish/211414844 birminghamacademy3 https://padlet.com/birminghamacademy3/gsegir46j7v3/wish/211416107 Background]]> 2017-11-29 14:45:35 UTC https://padlet.com/birminghamacademy3/gsegir46j7v3/wish/211416107