Evaluation of English Teaching Methods on the basis of Linguistic Proximity
藤田 直也
近畿大学語学教育部紀要 5 1 1 - 19 2005年07月
[査読有り] This article argues whether the "top-down" pedagogical approach is superior to the "bottom-up" approach is a language-specific issue. One must critically evaluate the methodologies on the basis of the presence or absence go linguistic proximity between the learners' native language and the target language. It is argued that in a Japanese classroom setting, English is better taught and learned under the "bottom-up" approach. Furthermore, it is argued that the "bottom-up" approach does not, by any means, deny implying situational or task-based exercises that are actively utilized by the "top-down" approach. Rather, appropriate use of situational exercises enhances students' analytical skills more effectively in the "bottom-up" approach.