著者

早田 武四郎 江崎 國治

出版者

長崎ウエスレヤン大学

雑誌

長崎ウエスレヤン大学地域総合研究所研究紀要 (ISSN:13481150)

巻号頁・発行日

vol.3, no.1, pp.13-20, 2005-03-31

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The English course load per week of a business high school (a technical high school, an agricultural high school, a fisheries high school, forestry high school) is 2 hours . The students ' motivation for learning English is low, many of whom also dislike English and their proficiency of English is extremely low. Many of the English teachers who take charge have been at a loss to conduct lessons and the measures should be hurried. This research focuses on this problem and discusses the clues of improving business high school ( except for commercial high school ) English education. In order to obtain the data for the surmise of the actual circumstances of technical high school and other business high school English Education in Japan, we administer "the questionnaire about English learning"to second - year students in a certain technical high school, vocabulary test of 50 words after the 200 word vocabulary list which is the 3rd grade of the Society for Testing English Proficiency (STEP) was studied during 2004 summer vacation and then a 3rd grade muck test of STEP. Then we calculate the degree of correlation between the above vocabulary test results and those of the 3rd grade mock test of STEP. What kind of measures can be considered as a way for English education improvement of all the business high schools except commercial high schools? As we refer at the part of the discussion, we can give (1) promoting vocabulary learning, (2) performing a lesson evaluation once or twice in a school year (Ushiro, 2001), (3) holding English song contest that the participants can enjoy. The reason why we recommend vocabulary learning is because it is possible for them to acquire high score acquisition, even if they do not understand grammar, and it will lessen their feeling of resistance to learning English and have them like it.