@article{oai:ynu.repo.nii.ac.jp:00005916,
 author = {渡辺, 雅仁},
 issue = {2},
 journal = {横浜国立大学大学教育総合センター紀要},
 month = {Jul},
 note = {application/pdf, If language teachers wish to enhance learners' communicative activities, they should carefully select the materials being learned and decide the efficient ways of providing them for learners. Grammar is not an exception for this. However, the English grammar textbooks published in Japan are not so suitable to this. This will become more evident when we compare them with the grammar books from U.K. or U.S. Those from Japan often neglect the materials that are more highly valued for communication, and fail to have learners use the target language. Specifically, they have the following characteristics: 1. Meta-linguistic description is weighed much more than examples. 2. Single example sentences which do not constitute any context dominate the textbook. 3. Much fewer linguistic features of spoken language are incorporated than those of written language. I'd like to propose several reformations in the learning and teaching of grammar in Japan so that language teachers can make English learning more communicative.},
 pages = {71--98},
 title = {コミュニケーションのための英文法 : 日本と英米で刊行された学習英文法書における，ショートアンサー，付加疑問，聞き返し疑問，未来表現の比較研究},
 year = {2012}
}