English Language and Literature (8ET0) 試験対策

よくあるミス

1. 1high影響する配点: 10Paper 1 Section A: Language and Context

   Treating the compared texts in Paper 1 Section A in isolation (writing three separate mini-essays) instead of producing an integrated, synthesised comparison.

   回避方法: Structure your essay strictly by linguistic levels or contextual variables, explicitly comparing how at least two (or all three) of the texts construct meaning within every paragraph (AO4).
2. 2high影響する配点: 8Linguistic Frameworks and Levels

   Feature spotting grammatical or phonological labels without explaining how they construct meaning or respond to contextual factors.

   回避方法: Always apply the 'What-How-Why' structure. Identify the exact linguistic term, quote it, and explicitly connect it to the writer's mode, audience, or purpose (AO3).
3. 3high影響する配点: 10Paper 2 Question 1: Written Child Language

   Slipping into a standard, dry academic essay format for Paper 2 Q1 directed writing tasks, thereby failing the register requirements (AO5).

   回避方法: Adopt the specific format and tone requested. For scripts, use greetings, interactive rhetorical questions, direct audience addresses, and oral signposting markers.
4. 4high影響する配点: 6Paper 2: Child Language Acquisition

   Describing child errors in spelling or speech using unscientific, impressionistic language (e.g., calling them 'cute mistakes' or 'general spelling failures').

   回避方法: Use precise developmental terms like 'virtuous errors', 'phonetic spelling strategies', 'overextension of orthographic rules', or 'consonant cluster reductions'.
5. 5high影響する配点: 8Paper 2 Question 2: Spoken Child Language

   Failing to reference exact IPA characters from the phonetic reference sheet when analyzing transcripts of spoken child data.

   回避方法: Quote the exact phonetic spellings (e.g., /mæwɪd/ or /pwɪns/) and categorize the phonological process, such as substitution of the alveolar /r/ with the bilabial /w/.
6. 6medium影響する配点: 6Child Language Theories

   Omitting theoretical frameworks (such as Kroll's spelling stages, Bruner's LASS, Chomsky's nativism, or Skinner's behaviorism) in child language analyses.

   回避方法: Explicitly discuss how the written or spoken data supports or challenges established models of language acquisition and cognitive development.