著者

小泉 利恵 片桐 一彦

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.20, pp.51-60, 2009 (Released:2017-04-27)

被引用文献数

2

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The current study uses longitudinal and cross-sectional research designs to explore how the speaking performance of senior high school students changes between the first and third years of an English Course at a Super English Language High School (SELHi). Thirty-nine students took a picture description speaking test three times, and their performance was analyzed longitudinally. In addition, 118 students across three school years took the test once, and three groups of students in each year were compared cross-sectionally. Analyses of their production indicate improvement in fluency first and in accuracy later. Comparisons with previous studies show that fluency development tends to be commonly seen, whereas changes in accuracy seem to depend on context. Implications and future studies are also discussed in this paper.

著者

小泉 利恵 片桐 一彦

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.18, pp.81-90, 2007 (Released:2017-04-27)

被引用文献数

5

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The current research is a longitudinal study that probes how speaking performance of senior high school students changes across a year (specifically 13 months) from the first year to the second year at an English Course at a Super English Language High School (SELHi). Thirty-nine Japanese learners of English (20 male and 19 female students), who were frequently exposed to English input and often used English, took a speaking test of picture description twice. Analyses of their utterances show substantial progress in speaking performance. To be specific, all the aspects tested in syntactic complexity and lexical complexity changed to a moderate or large degree. In addition, there was also improvement in some aspects of the number of uttered words and speaking time, fluency, and accuracy (e.g., an increase in the proportion of error-free clauses).

著者

片桐 一彦

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.21, pp.221-230, 2010

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The purposes of this study are (1) to longitudinally measure the listening and reading proficiency of Japanese senior high school (SHS) students for about three years and to investigate what percentage of the students made (a) progress, (b) little progress, and (c) negative progress in English learning during specific year(s); (2) to describe the longitudinal developmental patterns of the listening and reading proficiency of each student; and (3) to investigate how strongly their initial listening and reading proficiency in the month of April of their first year in SHS affect their progress during the approximately three years of SHS. Two hundred and fifty-two Japanese SHS students took TOEIC Bridge tests four times during their three years in SHS. The results of the analyses show that (1) even in a top-ranking SHS, it may be a little difficult to observe students' progress in a one-year period, (2) there are many different types of longitudinal developmental patterns in both listening and reading scores, and (3) the progress in listening scores might be affected by the initial listening score and the progress in reading scores may be slightly affected by the initial reading scores--the effect on listening scores might be higher.