Kazuyoshi Sato

Focus- Nagoya University of Foreign Studies
Fukumoto
on-Form Yukimi
Oguchi Junior High School
Instruction Noriko Ishitobi
and Student Ueda Junior High School
Morioka
Learning in Takemi
Takinomizu Junior High School
Japanese
Junior HighSchools
Reference Data:

Sato, K., Fukumoto, Y., Ishitobi, N., & Morioka, T. (2012). Focus-on-form instruction and student learning
in Japanese Japanese junior high schools. In A. Stewart & N. Sonda (Eds.), JALT2011 Conference Proceedings. Tokyo: JALT.

Although focus-on-form instruction (FFI) has gained prominence in SLA, little research has been done as
to how FFI influences student learning (Ellis, 2006). In particular, there are few longitudinal studies. This
paper reviews two different approaches to FFI and reports on yearlong action research projects aimed atinvestigating FFI-based teaching practices by three Japanese junior high school teachers of English. Theirstudies show that FFI is more effective as a way for students to learn grammar for communication than
the traditional explanation-drill method.
Ellis（2006)は文法指導について、フォーカス・オン・フォームを提唱しているが、フォーカス・オン・フォームが実際の授業においてどのような学習効果があるのかについてはほとんど研究されていない、と述べている。特に、長期間に渡る研究はほとんどない。この論文は、３名の日本人英語教員が実施した１年間に及ぶアクション・リサーチの結果に基づき、フォーカス・オ
ン・フォームの指導法及びリサーチの結果を報告する。研究結果から、フォーカス・オン・フォームは、従来の説明とドリル中心の指導法よりも効果があることが明らかになった。

TEACH
ING

•
ARNING • G
LER

JALT2011 Conference Proceedings
ONLINE

NEXT PAGE 

FULL SCREEN

283

ING
OW

I

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schoolsn a review of previous research on grammar teaching, Ellis(2006) claims that “[a]lthough there is now a clear convictionthat a traditional approach to teaching grammar based on
explicit explanations and drill-like practice is unlikely to resultin the acquisition of the implicit knowledge needed for fluent
and accurate communication, there continues to be disagreement regarding what should replace this” (p. 102). Ellis’s own
recommendation is that traditional grammar instruction should
be replaced by focus-on-form instruction (FFI). According to Ellis(2006), focus on form is different from focus on forms. While focus
on forms refers to traditional grammar teaching, “where the students’ primary focus is on form” (p. 100), FFI “entails a focus on
meaning with attention to form arising out of the communicative
activity” (p. 100). In other words, in focus on form, “the primaryconcern of the teacher should always be the question of how tointegrate attention to form and meaning (Doughty & Williams,
1998, p. 261). Moreover, Lee and VanPatten (1995, 2003) explainthat the teaching procedure of FFI should entail both structured
input (form-focused input) and structured output (form-focused
output) activities. As Lee and VanPatten (1995) observe, “learners need not only input to build a developing system but also
opportunities to create output in order to work on fluency andaccuracy” (p. 118). In addition, FFI has been further divided intoplanned FFI and incidental FFI (Ellis, 2006). Planned FFI “requires
a focused task and is intensive,” while incidental FFI “is typicallyextensive (i.e., addresses a wide range of linguistic features)”(Ellis, 2008, p. 827). Incidental FFI can thus be defined as outputbased instruction (e.g., a composition about a familiar topic) inwhich no particular forms are targeted in advance. Ellis (2006)
recommends incidental FFI by saying that “[a]n incidental FFI isof special value because it affords an opportunity for extensive
treatment of grammatical problems” (p. 102). For example, theteacher can notice learners’ common errors in their compositions
and learners may notice their errors through the teacher’s corrective feedback (see Ellis, Basturkmen, & Loewen, 2001).
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE

Nonetheless, few studies have been conducted on the influences of FFI on student learning (Ellis, 2006), particularly inclassroom settings. One exception is a study by Sato, Iwai, Kato,and Kushiro (2009), which was conducted in Japanese seniorhigh schools and which found that FFI is more effective forteaching students to learn grammar for communication than
the traditional explanation-drill method. This paper reports on
three yearlong action research projects, supported by Nagoya
University of Foreign Studies (see Nancy et al., 2009), that aimed
to investigate the effects of a variety of teaching methods basedon FFI. Whereas Yukimi Fukumoto and Noriko Ishitobi incorporated planned FFI into their teaching, Takemi Morioka triedout both planned and incidental FFI in her classes in junior highschools. In the following sections, the three teachers explain
how they came to focus on a particular aspect of FFI to research,what FFI procedure they tried in their classrooms, and how
students responded to their approach in terms of performance,
based on their action research over the course of the year. The
results also include qualitative data consisting of comments by
the students on the FFI activities that they experienced.

Innovating Japanese Junior High School
English with FFI
Yukimi Fukumoto
Before Action Research
When I first became an English teacher at a public junior highschool, I thought that students would benefit from a clear
presentation of grammar rules and drill exercises that would
help them develop correct habits. However, I soon found that
expectation was wrong since quite a few students wrote incorrect answers to basic grammatical questions on term exams, andthere were also some students who didn’t like English and/or complained about not understanding English grammar. In

 PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

284

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

addition, their English was not good enough to communicate
in English at all. Wondering how to develop both English
communication skills and grammatical ability needed for highschool entrance exams within the limited class time, I decided topursue my education in the United States. When I came back toJapan with my Master of Arts degree in Second Languages andCultures Education from the University of Minnesota, I started
teaching again and tried to narrow the gap between theory andpractice at a public junior high school. In teaching new grammar
patterns from the textbook, I first illustrated to my students how
the grammar could be used in real-life situations and had them
practice using it in conversation. After the communicative drill,
I covered the mechanical drill and dialog/reading text in the
textbook. A communicative activity was used at the end of theunit, and a rubric-based speaking test was administered several
times a year. Although I was adding a communicative component to my course, I still placed much emphasis on structure forhigh school entrance exams. It was at this time that I joined theaction research group of Nagoya University of Foreign Studies.
The following account introduces my action research from April
2009 through March 2010.

Lee and VanPatten (2003): “Although practice with output may
help with fluency and accuracy in production, it is not ‘responsible’ for getting the grammar into the learner’s head to begin
with” (p. 133). As VanPatten and Cadierno’s (1993) frameworkof the second language acquisition process illustrates, input isessential to develop an implicit language system. I realized thatsince my communicative activity did not start with an input
step, it required conscious learning of grammar, and thereby
made it difficult to internalize. Thus, I aimed at creating asmooth flow of steps within each communicative activity so thatstudents could make form-meaning connections while attending to the structure in context.

Communicative activities that I used in this action researchwere mostly planned focus-on-form; nonetheless, positive
results were obtained in terms of students’ attitudes and English
communicative abilities. Moreover, students’ average exam
scores surpassed those of the other group of students who received more traditional grammar-oriented instruction. Throughthis action research, I was convinced of the power of FFI in
motivating students to learn English and promoting a cooperative learning culture. I believe that this is the driving force thatenables successful development of communicative competence
including grammatical competence needed for grammar-based
My Action Researchhigh school entrance exams. I also found that teaching new
To examine my own teaching, I read Lee and VanPatten (2003),
grammar in communicative activities without relying much on
which Dr. Sato had recommended. I realized that I should use
the textbook is a great option for public junior high schools bemore communicative activities to help students learn and inter- cause all students, whether they have already studied the textnalize new grammar. Thus, I decided to spend less time teachbook content outside of class or not, can learn something new
ing with the textbook; instead, I made it supplementary material in communicative activities and review and receive additional
to review what students had learned in communicative activimeaningful input with the textbook.
ties. This change enabled students to speak more English inclass. However, I soon noticed that my communicative activity
was not as effective as it could be because I presented a model
Teaching Procedure
dialog and had students repeat and memorize it at the beginThe following section describes how I developed FFI lessons
ning as in the audiolingual method. This problem explained byfor introducing grammar by supplementing the content of the
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

285

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

approved textbook with communicative activities. In Unit 1, I
provided a communicative activity to help students learn useof copulas as in “He is ~” and “She is ~” (see Appendix A). I
started the FFI lesson with “Guess Who” quizzes as structured
input and followed that with a planned focus-on-form activity
in which students introduced their classmates in groups of three(structured output). In Unit 6, I offered a communicative activity
to teach how to introduce others in more detail by using regularverbs with third-person singular “–s” ending (see Appendix
A). I started the FFI lesson with more challenging “Guess Who”
quizzes (structured input) and then asked students to write
about their own families, using the target grammar. After the
structured output in writing, I put students in pairs and hadthem introduce each other’s families (structured output inspeaking). Later as an assessment task, I had students introduce
their families to an ALT, showing their family pictures or drawings (Speaking Test 2).

Figure 1 shows students’ response to the survey question “Do
you like English?” throughout the year. Although it is often said
that students lose interest in English in their first year of juniorhigh school, I gained positive answers (Yes, very much + Yes, Ido) from 62.35% of the students. Moreover, the number of students who answered “Yes, very much” increased significantly
over the year (from 12.94% in April to 28.24% in July and then to38.82% in March).

Table 1. Sample Students’ Comments Obtainedat the End of Study (Number of Similar Comments
Shown in Brackets)
Sample comments on learning English:[positive comments]• Learning English was easy and fun. (16)Results• In April, I thought English was difficult. But, as I learned, I
understood it better. (3)This study was conducted with first-year junior high school
students. For English classes, five classes were each divided into
two small groups. I taught half of the students in each class andconducted surveys three times a year.

• I was able to understand the meaning and spelling ofwords. (3)Do you like English?
April 200912.94%

49.41%

28.24%

Sept 2009
March 201034.12%

38.82%
0%23.53%

20%

40%

Ye s, ve ry much.

Ye s, I do.

60%
So-so.

35.29%

2.53%

34.12%

3.53%

34.12%

3.53%

80%

100%

• It was easy to learn new words and how to make sentencesin English.(3)[negative comments]• English is becoming difficult. (8)• There are more words that I need to remember now. (1)• I don’t understand long English sentences. (1)• Learning English requires a lot of hard work. (1)No, I don't.

Figure 1. Results of survey question, “Do you like
English?” (n=85).
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

286

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Sample comments on communicative activities:• Speaking English helps me understand English and develop my proficiency in it. (12)• I can talk to and get to know my classmates through communicative activities. (10)• I found I can speak English to communicate with myfriends. (4)• I can learn English as I enjoy conversation with my classmates. (1)Sample comments on speaking tests:• It is fun to talk with an ALT. (15)
• I improved my English skill and gained confidence as I
talked to a native speaker. (9)• I can check whether I can actually use English for communication. (4)• I learned a lot about how to use/pronounce words and how
to make a sentence with them. (4)Table 1 shows student comments on learning English, whichwere collected at the end of the study. These indicate thatstudents reacted positively because they found English classes
were fun and useful in learning English although there weresome difficulties involved in learning English in general. In thesame survey, 76.47% of the students answered that communicative activities were useful. Twelve students confirmed thatspeaking English helped them understand English and develop
their proficiency. It was also found that students appreciatedcommunicative activities because they could get to know eachother in class.

who received my FFI performed much better on the speaking
tests, compared to the other group of students who received
more traditional instruction from the other teachers. At the endof the study, 78.82% of the students answered that speaking
tests helped them learn English. Student comments show thatstudents enjoyed talking with the ALT and gained confidence bymaking themselves understood by the native English speaker.

Table 2. Students’ Performance on Speaking TestsGroup
A (FFI)(n=85)
Group B
(n=82)

Speaking Test 1:
Self-introduction*
Passed: A, Failed: C, D
B(% of A)
80.00%
20.00%(47.06%)

Speaking Test 2:
Introducing family
Passed: A, Failed: C, D
B(% of A)
77.65%
22.35%(45.88%)69.51%(10.98%)53.66%(7.32%)

30.49%

46.34%*Students introduced each other in groups, while sustaining the conversation.

As stated previously, Group A students who received my FFI
spent less time using the textbook. However, they did as well onterm tests as Group B students who received more traditional
grammar teaching lessons with more time using the textbook. In
fact, the average scores of Group A students were slightly higher
across the year except in the first exam (see Table 3).

FFI was also shown to be effective in improving students’performance on two speaking tests, both of which were administered and assessed by an ALT (see Table 2). Group A students
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

287

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Table 3. Students’ Performance on Term Exams
Exam Exam Exam Exam Exam Exam Exam
1
2
3
4
5
6
7
Group A 80.09 73.71 75.36 74.72 65.28 69.11 64.42(FFI)Group B 82.46 72.96 75.26 74.04 64.79 68.19 61.41

Summary
Through this action research, I realized that FFI is essential
because it provides students with opportunities to focus on
meaning while attending to the form in context. Lee and VanPatten’s (2003) notion of structured input and output helped me
to create the flow of activities that facilitate the development of
the students’ implicit language system. Teaching new grammar in communicative activities without relying exclusively
on the textbook was found to be beneficial at a public juniorhigh school. Moreover, students who learned English throughFFI developed positive attitudes toward English. Since I tried
to help students express what they really wanted to tell theirfriends in English, they soon started to enjoy communicating in
English. In addition, a cooperative learning culture developed
as they enjoyed learning English together through communicative activities. In order to prevent students from giving up when
they encounter difficult English grammar, I believe that creating
a fun, supportive learning environment is critical. I consider thatthese factors together contributed to the good student performance revealed in this study.

Fun Communicative Activities Supported by
Timed Conversation
Noriko Ishitobe
Before Action Research
Although I was ambitious about teaching English as a communication tool when I became a teacher 17 years ago, I did nothave any knowledge about the principles of language teachingand did not know how to teach communicatively. Therefore,
I had no choice but to rely on the textbook and the traditional
grammar-translation method that I had experienced in my own
school days. Yet throughout those years, I always wondered
if I was on the right track. Though I had heard the term formfocused instruction (FFI), I had not come to understand it nor
did I know how to implement it as an approach to grammar
teaching.

In 2007, I joined a workshop for English teachers organized by
Dr. Sato (see Mutoh, Sato, Hakamada, Tsuji, & Shintani, 2009). I
was struck by the fact that the enthusiastic practitioners of communicative language teaching who conducted this workshop
had been successful in developing students’ communicative
ability. I gradually learned from their practice and started FFI in
my teaching as well. I have seen improved learning outcomesand positive reactions from my students through the 5 years ofmy action research; it has been a great joy and has become an
incentive for my further professional development.

My Action Research
From April to October 2011, I conducted action research withfour classes totaling 140 second-year students in a public juniorhigh school. The purpose was to discover what effect FFI
instruction would have on students’ learning in the context of acommunicatively taught English class. It was the first time for

TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

288

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

me to use FFI to teach second-year students, who are generally
considered to be at a difficult age with regard to attitudes tolearning. In response to open-ended questions in an April survey, many students claimed that they did not like English verymuch. However, many of the same students also wrote that they
hoped to understand English more and to try harder.
I decided to create fun activities to introduce grammar points
which were becoming gradually more complicated. The funactivities were communicative tasks based on high-interest topics and situations. Completion of the task required integrated
use of all four skills and focus on the target grammar structures.
At the same time, I had students do timed conversations at the
beginning of each lesson to introduce conversation strategies.
I believed that the conversation strategies were necessary forstudents to communicate more successfully and, as a result,complete the communicative tasks more easily. I encouraged
students to continue these warm-up conversations on a certain
topic for 1 minute at first. Students were shy about talking inpairs, and especially reluctant, in April, to talk with someone ofthe opposite sex.

Then I announced that they would have a speaking test in
June; they could not be shy anymore if they wanted a goodscore on the speaking test. Students tried to hold gradually
longer conversations no matter who they were conversing with.
In the speaking test, almost all the students succeeded in having
a 1-minute conversation. Students started to appreciate the factthat they actually could talk in English with many people. In
the second term, since students had learned that conversation
strategies were useful, they began using them in the communicative activities as well. In addition, they became less hesitant to
do the activities with classmates of the opposite sex. The survey
taken in October showed that FFI, supported by daily timed
conversations, had made a difference in students’ motivationand confidence in their learning.
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE

Teaching Procedure“My Ideal Boyfriend” is an example of my use of FFI in communicative activities in 2011. In this lesson, students learned
auxiliary verbs (see Appendix B). In preparation for this activity,
I interviewed four of my colleagues about their ideal boyfriends/ girlfriends, so that the information would be interesting forstudents. In Step 1, students listened to me talk about the ideal
boyfriends / girlfriends of the four teachers at our school. Students guessed whose ideal boyfriend / girlfriend each speech
was about. In Step 2, students listened to the same speech again
as they filled in blanks to complete the sentences. They checked
the correct answers, and also verified with partners the meaningof each sentence. For Step 3, students constructed the auxiliary
verbs and checked their meaning and usage.
In Step 4, students wrote about their own ideal boyfriend /girlfriend, referring to the example sentences in Step 2. Step 5
was the speaking stage. In groups of four (all boys or all girls),
students took turns reading out the sentences they had written. The other group members took notes as they listened.
Here, I encouraged students to use “How about you?,” “I see,”and other conversation strategies. Students then tried, in Step
6, to discuss in a group and write about one ideal boyfriend/ girlfriend. Finally, each group made a presentation about
their ideal boyfriend / girlfriend. I wrote the sentences on theblackboard. After the presentation, the whole class looked at thesentences on the board together and talked about the qualities
of ideal boyfriends / girlfriends that they found interesting, thedifference between “have to” and “must,” and also grammaticalerrors. I drew attention to the common errors and encouraged
students to suggest how they could be corrected.
After this activity, I published a newsletter. It contained
students’ actual sentences, so that they could share their ideas
about ideal boyfriends and girlfriends beyond their own class.

 PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

289

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

The newsletter also drew attention to common errors and how
they could be corrected.

Results
To examine the effect of FFI as a method for improving students’English proficiency and to motivate the students, I administereda student survey and analyzed the data. The questionnaire,
written in Japanese, was conducted in October to have students
compare their English abilities in April and October. Graphs 1
to 6 show how students evaluated the changes in their listening,speaking, reading and writing.

Figure 2. Survey result: How much do you understandlistening to teachers or CD? (n=140 in four classes).

Figure 3. Survey result: How much can speak when
you talk in a pair?
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE

Figure 4. Survey result: How much do you understandwhen you read textbook or friends’ writing?

Figure 5. Survey result: How much can your writewhen you write journal or speech?

Figure 6. Survey result: Do you understand English class?

 PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

290

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Table 4. Students’ Comments
Q. What kind of changes do you see in yourself? What can you
do now? (number of similar comments shown in brackets)• speak longer by using conversation strategies (47)
• write more sentences (34)

• listen and understand English (15)Figure 7. Survey result: Do you enjoy English class?
Overall, students reported considerable improvement inall four skills. In April, 43.6% of the students felt they could
understand the teacher’s talk and CDs either very well or about
70%. By October, this percentage had risen to 68.6%, a gain of
25%. Students responding that they could converse 1 minute(with or without some halting) rose by 52.9%, from 11.4% in
April to 64.3% in October. Students who reported reading
comprehension of 70% or more increased by 26% and those
who could write more than six sentences increased by 30%.
There was a corresponding decrease in students replying thatthey experienced little or no improvement. Although ability
in all four skills improved significantly, the greatest gains werein the productive skills of speaking and writing. In addition to
greater success in becoming able to use English, many students
reported a change in their attitude toward the English class andEnglish itself. More replied in October that they enjoyed English
class than in April.
Open-ended questions were also asked in the survey: thenumerical and open-ended responses to the survey corroborateeach other (see Table 3).

TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE• improved pronunciation (12)• improved all skills of listening, speaking, reading and writing (8)• make follow up questions to partners (7)• understand grammar rules better / decreased errors (7)• became more positive toward English class (5)First, I was glad to find the comments saying that they had begun to have a more positive attitude toward English class itself
and had become more active learners. In addition, it seemedthat FFI produced its intended effect: a number of students commented that they could understand grammar rules better, andas a result, they decreased errors. Most importantly, most of thestudents reported that they had improved their English ability
significantly in all four skills.

Summary
Through FFI, students were able to internalize new grammar
structures in communicative activities. Thus, students understood the usage of a new form by using it to exchange real
information and ideas with each other. They were able to notice
the usage of new grammar from structured input (form-focused
input) and utilized that knowledge in structured output (formfocused output). Of course they made mistakes; however, they
were able to monitor and correct their own mistakes in the PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

291

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schoolspresentation stage of the task. Moreover, by using communicative activities, students actually enjoyed using English andlearning about each other. The results of the survey convincedme that FFI is an effective way to teach grammar and, for thatreason, is a powerful motivator because students are motivatedby success. In their comments, some students wrote that it wasmuch better to work in a pair or a group doing such activities
rather than studying individually because they could help eachother. One of the students wrote that this way of learning is only
possible in the classroom. I am pleased to know that FFI worked
with students in the awkward age as well.

Using Both Planned and Incidental Focus on
Form
Takemi Morioka
Before Action Research
I started to do postgraduate studies in the MA TESOL programat Nagoya University of Foreign Studies in 2010. Before that,
I had sometimes planned activities which had students use
English, but I was not aware of the effects of input and output
activities and did not know how to plan effective lessons for students to acquire English. I learned in Dr. Sato’s class that “comprehensible input is a critical factor for language acquisition”(Lee & VanPatten 1995, p. 29) and also about the guidelines forthe development of structured-input and output activities. I decided to investigate focus-on-form instruction (FFI) in my action
research project.
In April, 2010, I transferred to another junior high school. My
students had been taught for the previous 2 years through thegrammar-translation method. In the survey conducted in April,
one-third of the students answered that they liked English, butanother third answered that they did not like it. Most of the
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE

students appeared to regard English only as a subject that theyneeded to learn in order to pass entrance examinations for highschool, not as a means of communication.

My Action Research
In my action research project, I set the goals of motivating students and improving their communication ability. I developed
new communicative activities based on FFI and used them inclass. In April, students were not familiar with pair and group
activities. They had had little experience communicating withclassmates in English and seemed puzzled by the new idea, butthey gradually became accustomed to the activities and enjoyedcommunicating in English.

In the first term, I explained target grammar in the textbook
explicitly in Japanese and then used communicative activities inorder to get students to use the grammar, because I thought thatthey would need to have grammatical knowledge before they
worked on activities. However, I learned that I should first giveenough input for students to construct new linguistic structuresand connections in their brains, so I started with input activities
in the second term.
I began to give an information-exchange task (incidental FFI)
after every one or two units of the textbook, following structured input and output activities, because “[i]n the classroom,
information-exchange tasks work best at giving learners apurpose for using their developing language abilities” (Lee
& VanPatten 1995, p. 167). For example, many students madewonderful posters and wrote in their reflections that they were
happy to write about their favorite person and that they wereinterested in listening to other students’ speeches.

In January, after students had read about the house rules of an
American family in the textbook, I had them write their imaginary future family rules. While they were working on the writ- PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

292

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

ing task, I noticed a marked change in the students’ attitudes.
They had begun to cooperate with each other even when I had
not asked them to work together!

Teaching Procedure
In this section I describe an activity I designed based onincidental FFI. Students wrote their own opinions about cell
phones (see Appendix C). They started by brainstorming andwrote reasons to support their opinions. They talked in pairs
about what they had written and then wrote the final draft. Ina different lesson, students wrote a speech to introduce theirfavorite famous person. They also made a poster with pictures
to help other students understand their speech. They then gavea speech in groups of four. Each speaker was asked three questions by the other three students in turns, and the group members had to continue talking in English until the teacher allowed
them to stop. After all the students in a group had finished theirpresentations, new groups were made and students gave theirspeeches again for their new group members.

Figure 8. Questionnaire results: Can you understandEnglish spoken by your teacher?

Results
Surveys were conducted in April, July, September and February.
The percentage of students who could understand the English
spoken by the teacher gradually increased (see Figure 8).

Figure 9. Questionnaire results: About the target
sentences in the textbook.
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

293

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

TEACH
ING

Figure 10. Questionnaire results: Are activities to practicetarget sentences useful to improve your English?

Figure 12. Questionnaire results: Speaking activities

Figure 11. Questionnaire results: Are “Cell Phones:
For or Against” and “My Future Family Rules” useful
to improve your English?

Figure 13. Questionnaire results: Do you like English?

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

294

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

I gained positive answers from 56.25% of the students (“verywell” + “mostly”) in February. At the same time, more students
reported that they understood the target sentences in the textbook
better and had become able to use the grammar. While 59.73%
of the students answered that the activities to practice target
sentences were “useful” or “very useful” in July, 73.44% of thestudents gave that answer in February and very few students
answered that they were “not very useful” or “not useful.”Moreover, 68.75% of the students thought that the two writing
tasks were “useful” or “very useful,” whereas only 6.25% of themfound the writing tasks “not very useful” or “not useful.” Students came to participate in speaking activities more actively. The
percentage of students who felt that they liked English or thatthey liked English very much increased from 33.33% to 56.25%,
whereas the percentage of students who felt that they didn’t likeor hated English decreased from 34.72% to 14.06%.
I also asked students an open-ended question, “How did youchange in learning English?” in February (see Table 4).

Table 5. Students’ Comments in Response to OpenEnded Question: “How Did You Change in Learning
English?” (February, 2011)• I got good at listening quizzes in entrance exams for highschools.

• I could understand grammar and felt the activities were fun.
• I could write more in English composition than last year.

• It was a lot of fun for me to talk with my classmates in English.
• I became able to say what I wanted to say in English.

• I got able to understand English gradually and studied more
at home.

They answered that they could understand grammar betterand that they felt the activities were fun and enjoyable. They
were aware of the improvement in their English skills and they
were motivated to learn English more outside the classroom.
Finally, they hoped to communicate in English in the future.

Summary
In April, one student said to me, “I can’t understand English atall. I can’t do anything in English class.” Several months later,
he began to greet me in English when he saw me. He could notfinish all the activities which I gave in class, but he asked me forhelp in order to work on them. In the poster session in December, I saw him giving a speech with his handmade poster. I wasvery glad to see such a significant change. Before graduation hegave me a letter saying, “I enjoyed your English lessons verymuch. Thanks to you, I could understand English.” I was very
happy to read it. I had never seen such a dramatic change in
only 1 year!

The students’ survey results and comments clearly show that
activities which had students use English while attending tomeaning help to improve their English skills. They enjoyed theactivities and participated in them more actively. Moreover, they
became motivated to learn English not only in class but also outside the classroom. Before I started this action research project,
I had never observed such positive attitudes in my students. My
experiences this year convinced me that FFI was very effective.
I will continue FFI instruction, and in future action researchstudies, I will work on peer editing and develop content-based
speaking activities to improve writing and oral communication
skills.

• I want to be a good English speaker and go abroad.
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

295

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Conclusion
Although FFI has been widely accepted by SLA researchers,
Ellis (2006) stresses the need “for longitudinal studies thatinvestigate the effects of instruction over time” (p. 103) in actualclassrooms. Based on yearlong action research projects conducted by three Japanese junior high school teachers of English,
this study clearly indicates that students learned grammar
better through FFI than traditional grammar teaching. The threeprojects describe a variety of teaching procedures, which were
designed to implement planned FFI (Fukumoto and Ishitobe) as
well as both planned and incidental FFI (Morioka) in Japanese
junior high school English classes. The study corroborates thefindings of Sato, Iwai, Kato, & Kushiro (2009), which found that
FFI was effective in senior high schools. The Japanese Ministryof Education, Culture, Sports and Technology has revised its
guidelines for junior high school English teachers in 2012 andwill do the same for senior high school teachers in 2013, putting
more emphasis on the development of students’ communicative ability. In particular, the guidelines stipulate that grammar
should be at the service of communication. We hope that thepresent study, the latest in a succession of action research projects supported by Nagoya University of Foreign Studies, will
provide a role model for teachers who aspire to better foreign
language teaching.

Bio Data
Kazuyoshi Sato teaches at Nagoya University of Foreign Studies. He holds a PhD in Applied Linguistics from the Universityof Queensland, Australia. He has written several papers on
communicative language teaching and teacher development.
His research interests include teacher development, curriculum
development, and second language acquisition.

TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE

Yukimi Fukumoto teaches English at a junior high school in
Aichi. She obtained an MA in Second Languages/Cultures Education, Curriculum & Instruction from the University of Minnesota in 2005. She taught and created materials for students
learning Japanese in the United States. Her research interests
include curriculum development and teacher cognition.
Noriko Ishitobi is an English teacher at a municipal juniorhigh school in Nagoya. She holds a MA in TESOL from Nagoya
University of Foreign Studies. Her research interests include
communicative grammar teaching and materials development.
Takemi Morioka teaches English at a junior high school in Nagoya. She is taking an MA TESOL course at Nagoya Universityof Foreign Studies. Her research interests include communicative grammar teaching and assessment.

References
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Grammar pedagogy insecond and foreign language teaching. TESOL Quarterly, 25, 439-480.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective.TESOL Quarterly, 40, 83-107.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford:
Oxford University Press.

VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition. Modern Language Journal, 77, 45-57.

Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching
happen. Boston: McGraw-Hill.
Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching
happen (2nd ed.). Boston: McGraw-Hill.

Sato, K., Iwai, R., Kato, M., & Kushiro, M. (2009). Focus-on-form instruction (FFI) and its effect on student learning. In A.M. Stoke (Ed.),
JALT2008 Conference Proceedings (pp. 521-534). Tokyo: JALT.

 PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

296

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools
Mutoh, N., Sato, K., Hakamada, A., Tsuji, H., & Shintani, S. (2009). Collaborative action research: Teacher and curriculum development. In
A. M. Stoke (Ed.), JALT2008 Conference Proceedings (pp. 53-66). Tokyo:
JALT.

Appendix A: Innovating Japanese Junior HighSchool English with FFI	 	 Class_____ No._____ Name_________________________________  １.	
  ［復習］自己紹介の仕方を復習しましょう。	
  (1)	
  下の名刺に名前、出身地、得意なことを記入しましょう。	
  ☺Nice to meet you!	
 ☺	 Name ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
I’m from ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿.
I’m good at ＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿.
	
  

(2)	
  次の表現を使いながら、英語だけで会話してみましょう。	
  l もう一度言ってほしい時・・・Can you say that again?	
  	  l あいづち・・・I see.(なるほど。)	
  / Oh, really？(本当に？)	  	  Me, too. (JJ私も。) / Me, either.(LL私も。)	
 	
  ２．[英語で友達を紹介しよう]	
  次の活動の仕方にしたがって英語で友達の輪を広げましょう。	
 	
  (1)	
  ペアを見つけて2人で自己紹介し合います。	
  Hello.

Hello.

I’m ～.	
  [名前、出身地、得意なもの]	
  2	
  I’m ～.	
  [名前、出身地、得意なもの]	
  

1	
  	
 

	
 

	
  	
  	
  	
  Nice
	
  	
  	
 to	
 meet
	
  	
  you.
	
  	
  	
  	
  	
  	
  	
 

3	
 

	
  	
  	
  	
  	
  	
  	
  	
  
	
  

Nice to meet you, too.

	  (2)	
  ペアでじゃんけんをして勝った方が、だれか一人を連れてきて、その人をじゃん
けんで負けた相手に紹介します。	
  Nancy, this is

my friend

Bob .

1	
 

2	
 

He is from Ireland .

Bob, this is

He is good at soccer .

Nancy .

my friend

She is from America .
She is good at cooking .
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

297

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools
	
  

2	
 

(c) 今日の活動について	
  

	
 

	
  

	
  

Hi, Nancy.
3	 Nice to meet you.

Hi, Bob.
4	
 

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
 
	
  

Nice to meet you,

	
 

too.

Class_____ No._____ Name_________________________________  (3)	
  会話が終わったら、下に会話をした人全員の名前を記録します。	
  (新しい相手を見つけて繰り返します。ただし一度は先生のところへ友達を紹介しに行ってサインをもらいましょう。)	
  

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
 

Boys	
 

	
  

Girls	 1.	
  be 動詞と一般動詞の使い方を復習しよう。	
  (1)	
  be 動詞を使って、自分との間柄、年齢、人柄などを表す	
  
○ ○
は	
  
He
She

	
  
	
  
	
  

	
  

関
係

年
齢
な
ど

	
  
	
  
	
  

人
柄

	
  
	
  
	
  

３．[自己評価]	
  今日の活動を振り返って、自己評価しましょう。	
  (1)	
  当てはまるものに○をつけましょう。	
  
	
  

△△

my father (父)/ my mother (母)/	
   my sister (妹･姉)/	
   my brother (弟･兄)/	
   my
grandfather (祖父)/ my grandmother (祖母)/ my wife (妻)	  /	  my husband (夫)	
  	
  	
  	
  	
  	
  	
  	
  	
  
＊年上の older ～/ 年下の younger ～	  thirteen years old (13 歳)/ an elementary school student (小学生)/
a junior high school student (中学生)/	
  a high school student (高校生)/	  	
  a college student (大学生)/ an office worker (会社員)/	
  a housewife (主婦)funny (おもしろい)/ cool (かっこいい)	
  /	
  smart (賢い)/ friendly (親しみやすい) /kind (優しい)/ active (活動的)＊とてもおもしろい very funny	  (2)	
  一般動詞を使って、よくすることを表す	
  

	
  	
  	
  	
  	
  先生のサイン	
  JK(a) 日本語を使わず、英語だけで活動することができた。
（あいづち）	
   5	
  	
  4	
  	
  3	
  	
  2	
  	
  1	
  

L

(b) 他の人に聞こえるように、大きな声で話すことができた。
	
   5	
  	
  4	
  	
  3	
  	
  2	
  	
  1	
  
(c) アイコンタクトをしながら話したり聞いたりできた。	
  (d) This is～, He is～, She is～を正しく使って、友達を紹介することがで
きた。	
  
	
  

be 動
詞
is

5	
  	
  4	
  	
  3	
  	
  2	
  	
  1	
  
5	
  	
  4	
  	
  3	
  	
  2	
  	
  1	
  

(2)	
  	
  今日の活動をふりかえって、書きましょう。	
  

○ ○
は	
  
He
She

どれくらい頻繁に？

一般動詞	
  

（△△を）	  （いつ?、どこで?）	
  .

always (いつも)often (よく)sometimes (時々)plays (スポーツ･楽器
等を)する
studies ～を勉強する
likes ～を好む	
 wants ～を欲する
has ～を持っている
listens to ～を聞く	
 reads ～を読む	
  after dinner 夕食後
every day 毎日
on Saturdays 土曜日
に	
  

	
  

※	
  これまでに習ったその他の一般動詞	
  (a) わかったこと、よくできたこと	
  	  (b) これからがんばりたいこと	
  

TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

298

.	
  
.

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools
speaks (～を話す) / goes to (～に行く) / walks (歩く) / writes (～を書く)
lives in (～に住んでいる) / uses (～を使う) / drives (運転する) / teaches (～を教える)	
 ※	  その他（一般動詞と一緒に使う便利な表現）

	
  
③	
  
	
  

very much (とても) / well (上手に)(3) 一般動詞を使って、外見の特徴を表す
○ ○
は	
  
He
She

一般動詞	
  

（△△を・□□に）	
  

.

has

short hair (短い髪)long hair (長い髪)shoulder length hair (肩までの長さの髪)	
  glasses

	
  

wears

	
  

2. 自分の家族を紹介する文を書いてみよう。
☆ ユニークな紹介になるように、いろいろな単語を使う（一般動詞は少なくとも 5
種類以上）☆ 一人につき、少なくとも 4 文以上書く。
（１つは一般動詞の文にする）☆ なるべく習った単語で書きましょう。それ以外でどうしても知りたい単語があれ

	
  
	
  

	
  
④	
  
	
  
	
  

ば、辞書で調べたり先生に聞いたりしましょう。
［家族紹介に入れる内容の例］ 1.自分との関係	
  2.年齢など 3.人柄	
  4.好きなもの 5.よくすることや得意なこと①	  	
  This is 	
  
	
  
	
  
	
  
	
  
②	
  
	
  
	
  
	
  
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

299

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Appendix B: Fun Communicative Activities
Supported by Timed Conversation

He must ［	
  	
  	
  ］
He mustn’t ［	
  	
  	
  ］

	
 

My Ideal Girlfriend!

Step 5 Let’s	
  write	
  about	
  your	  ideal	
  girlfriend	
  /	
  boyfriend!	
  I will write about my ideal girlfriend / boyfriend.
○	  She / He

Step 1 石飛先生（がもし中学生だった場合）の理想の彼氏について聞きましょう。
	
  He	
  [	
  	
  	
  	
  	
  	
  	
  	
  ]	
  be	
  nice.	
  He	
  [	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  ]	
  be	
  handsome.	
  I	
  [	
  	
  	
  	
  	
  	
  	
  ]go	  to	
  Nagashima	
  with	  him!	
  Step 2	  ○	
 助動詞の使い方と意味をまとめましょう。	
   助 動詞	
  ＋	
  ［	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  ］	
  

	
  	
  	
  	
  have	
  to	
  	
  	
  	
  	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  	
  	
  それより意味が強い	  must	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  

	
  	
  	
  not	  have	
  to	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  	
  	
  とは意味が全然違う	
  mustn’t	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  	
  	
  
	
  	
  	
  can	
  	
  	
  	
  	
  	
  	
  	
  	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  	
  	
  	
  cannot	
  	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  
	
  will	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  )	
  	
  	
  	
  	
  won’t	
  =will	  not	  	
  Step 6 Let’s	
  talk	  about	
  our	
  ideal	
  girlfriend	
  /	
  boyfriend.	
  班で、順番に Step	
  5 を読み上げ
よう。他の人の書いた ideal	
  girlfriend	
  /	
  boyfriend についてメモしよう。	
  Memo:	  Step 3 これは誰の理想の彼女・彼氏でしょう？Let’s	
  guess!

	
  ①（	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  ）先生	
  	
  	
  ②（	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  ）先生	
  	
  ③（	
  	
  	
  	
  	
  	
  	
  	
  ）先生	
  	
  	
  	
  	
  	
  	
  	
  
	
  

	
  	
  ④（	
  	
  	
  	
  	
  	
  ）先生	
  	
  	
  ⑤（	
  	
  	
  	
  	
  	
  	
  	
  	
  ）先生	
  	
  ⑥（	
  	
  	
  	
  	
  	
  	
  ）先生	  Step 4 それぞれの理想の彼女・彼氏についてまとめよう！

	  １. Ms. Yoshikawa’s perfect boyfriend…
	  	
 He can ［	
  	
  	
  ］
He doesn’t have to ［	
  	
  	
  ］
I will ［	
  	
  	
  ］

ア write wrong kanji in the love letters. 	
 ※ wrong 間違った
イ talk to other boys.
※ other 他の	  ２．Mr. Kuwayama’s perfect girlfriend…
	  	
 She has to ［	
  	
  	
  ］
She can ［	
  	
  	
  ］

	
  ３．Mr. Otani’s perfect girlfriend…

ウ teach me swimming.
エ be a Tigers fan.

Step 7 	
  Let’s	
  discuss	
  our	
  ideal	
  girlfriend	
  /	
  boyfriend.	
  	
  理想の相手について相談して作文
しよう。	
  

We talked about our ideal girlfriend / boyfriend.

オ text back to me soon.
※ text 携帯メールを送る

She mustn’t ［	
  	
  	
  ］

カ talk about baseball with me.

I will ［	
  	
  	
  ］

キ go hiking with her.
ク visit temples and shrines with him.

４．Ms. Saimei’s perfect boyfriend…
He has to ［	
  	
  	
  ］

	
  	
  	
  	
  ※ temple 寺 shrine 神社ケ be taller than me.
※ taller than ~	  ～より背が高い

Step 8	
  Let’s make a presentation! Step 7 の内容をクラスに発表しよう。	
  	
  授業についてのコメント	  コ send a love letter to me every morning.	
 ※ send 送る

	
 
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

300

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools
Newsletter
	
  

TEACH
ING

この活動について:

Fun•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGS

Easy

UsefulONLINE◎○△×を書く PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

301

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools

Appendix C: Using Both Planned and Incidental
Focus on Form

Cell Phones－For or Against?
Opinion:	  	
  Junior	
  high	  school	
  students	
  may	  have	  cell	  phones.
Step 1−Brainstorming
	
 
	
 
	
 
	
 
	
 

	
  
	
  
	
  
	
  

FOR / AGAINST	
 

	
  

	
 

	
  
	
  
	
  

Step 2−New Vocabulary	 Step 3−Write the reasons	
  
①	
  	
 
②	
  	
 
③	
  	
 
④	
  	
 
⑤	
  	
 

Step 4−Let’s talk
A:	
  How are you doing?

B: Fine, thanks. And you?
A: Great. Do you think junior high school students may have cell phones?
B: Yes, I do. / No, I don’t.
A:	
  Why	  do	
  you	
  think	
  so?	
  
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

302

ING
OW

Sato, et al. • Focus-on-Form Instruction and Student Learning in Japanese Junior High Schoolsof Art. She was the first blind and deaf person who got BA.	
 Thank you for listening.	
 

	
 

B:	
  Because	
  ……	
  

３	
  発表の後	
 

	
  	
  	
  	
  	
  How	
  about	
  you?	
  	  	  次の質問がされます。答えを準備しておこう。	
 

	
  	
  A:	
 I (don’t) think junior high school students may have cell phones because ……

(1) Why did you choose her/him/them? 	
  なぜその人を選びましたか。	
 B: I see. Nice talking with you.

	 A: You, too.

	 (2) What did you use when you wrote the report? 	
 
	
  	
  	
  レポートを書くのに何を使いましたか。(A book, the Internet, etc.)	
 Final Step−Express your opinions
	
 

	
 	
 

	
 
(3) How did you feel after you wrote the report?	
 

	
 	
 

	
  	
  レポートを書いた感想は？	
 
	
 

	
 	
 

	
 
上の３つの質問の後、聞き手はさらに質問してもよい。質問がなければ "Tellus more."と言い、発表者は時間が終わるまで話し続けること（聞き手に質問し	 	 てもよい。）
��発表原稿�	 	 � � � � � � ����������※関係代名詞には下線を引くこ

と。��	
 

	
 	
 

	
 

	
 	
 

	
 
	
 
	
 
	
 

PPoosstteerr	 	
 SSeessssiioonn	
 	
  	
 

	
 

１	
  ポスター作成	
 
	
  	
  	
  写真や絵、色ペンなどを用いて、聞く人がわかりやすいよう工夫しよう。
	 ２	
  発表原稿作成	
 	  	
  ・できるだけみんなが知っている単語や表現を使うよう心がけよう。	
 	  	  ・関係代名詞を必ず入れること。	
 【発表原稿の例】	
 	
 I am doing a report on Helen Keller. She was born in Alabama, theUnited States in 1880. When she was 19 months old, she became sick and had ahigh fever. After that she couldn't see, hear or speak.	
 	
 Anne Sullivan was her private teacher. She taught Helen many thingsand helped her. Helen studied very hard, went to the university and got Bachelor
TEACH
ING

•
ARNING • G
LER

JALT2011 CONFERENCE
PROCEEDINGSONLINE PREVIOUS PAGE

NEXT PAGE 

FULL SCREEN

303

ING
OW