Paper short abstract:

This paper is about efforts to tackle grammar problems such as "holes" and "fossilized errors" that pair syntax analysis with construal to examine authentic texts instead of focusing on errors. It will introduce the procedure for re-constructing learner's grammar along with materials used.

Paper long abstract:

Contrary to the trend of prioritizing orality in daily communication, our language program focuses on literacy, formality in speech and writing, and logical argumentation. However, reflecting the variety of backgrounds and histories in participants' Japanese language learning, "holes" and "fossilized errors" of grammar impede communication and often became obstacles for participants when they conduct research activities.

To tackle this problem, we placed grammar-based "Integrated Japanese" at the core of a program to review and build up grammar along with remedial tutorials. However, the participants' grammar remained inadequate. In 2013, we offered, as an alternative, extra remedial lessons in response to the participants' requests. By pairing text construal and syntax analysis, we highlighted essential features of Japanese grammar as a way to re-construct the learner's grammar. Responding further to requests, we developed the lessons into a "grammar" course that includes the 8 themes: 1) sentence endings and styles, 2) particles, 3) verb conjugation, 4) voices; passive, causative, and benefactive, 5) intransitive and transitive, 6) politeness, 7) conjunctions, and 8)modality.

These classes are not concerned with errors. Instead they aim for the accurate apprehension of the event presented/expressed in a text - in other words, construal -by using authentic texts as materials (haiku, lyrics, manga, advertisement copy, t-shirt logos, etc.). Classes also focus on polysemy and the respective nuances of morphemes. In terms of technique, visualizing structure and rule-discovery in group work are used to raise the awareness of structural aspects.

This presentation introduces the procedures and resources for the teaching of the transitive/intransitive, which is key to construing an event in context. It seeks to exchange ideas for constructing grammar with those who share similar concerns about grammar education, amid the trend of strengthening the emphasis on oral communication. Furthermore, by addressing the question of whether the concerns that emerged in practice are actually the problems of "grammar", this presentation seeks to reconsider the nature of "grammar" itself.