西垣, 知佳子

橋本, 修

田中, 佑

永田, 里美

時田, 裕

青木, 大和

宮本, 美弥子

滝沢, 祐太

NISHIGAKI, Chikako

HASHIMOTO, Osamu

TANAKA, Yu

NAGATA, Satomi

TOKITA, Yutaka

AOKI, Yamato

MIYAMOTO, Miyako

TAKIZAWA, Yuta

気づき（noticing）

文構造（sentence structure）

データ駆動型学習（data-driven learning：DDL）

[SUMMARY] The Course of Study published in 2009 states the importance of connecting awareness of language characteristics to the development of language skills. In this study, we administered data-driven learning (DDL) with first-, second-, third- and fourth-grade elementary school students to develop their meta-linguistic abilities on their L1 (first language) and examined its learning effects. The first- and second-grade students learned three types of Japanese sentences by DDL: verb-predicate, noun-predicate, and adjective-predicate. The third and fourth graders learned to correct Japanese sentences with inappropriate subject-predicate agreement by DDL. As a result, we found that teaching DDL to second-, third-, and fourth-grade students was statistically effective. However, it was difficult for the first graders to distinguish the different patterns of Japanese sentences. We also found that noun-predicate sentences were more manageable for students to understand than verb-predicate and adjective predicate sentences. There were also differences between the first graders and second, third and fourth graders regarding how to explain the rules of the Japanese language. In addition, it was found that the consecutive DDL lessons had increased students’ awareness of L1 rules and that comparison of two sets L1 sentences promoted students’ understanding of L1 rules.