著者

山田 浩 マスワナ 紗矢子 柳沢 ケイトリン

出版者

The Hokkaido English Language Education Society

雑誌

北海道英語教育学会 紀要 (ISSN:13476343)

巻号頁・発行日

vol.21, pp.3-18, 2022 (Released:2022-09-26)

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There are numerous English-based loanwords in Japanese, often called katakana words. Many teachers and researchers have advocated for using katakana words in English education, particularly for novice English learners. To maximize the teaching potential, teachers should consider the phonological differences between the English and katakana words. However, it has not been systematically explored whether native English speakers can comprehend the sounds of katakana words using a lemmatized word list. Therefore, the current study aims to fill this gap. First, we identified 769 katakana words from the first 1,000 words in the New General Service List developed by Browne, et al. (2013) by referring to a katakana dictionary. Second, we created an audio file of the selected katakana words. Third, we asked three native English speakers to guess the words after listening to the audio file while rating the intelligibility of each word. The analysis showed that among the 769 katakana words, 400 words were guessed correctly by all native speakers, while 120 words were not correctly understood by anyone. Additionally, 119 words could be easily understood. Based on the results, we discuss several points to consider when using katakana words in the English classroom.

著者

佐野 愛子

出版者

北海道英語教育学会

雑誌

北海道英語教育学会 紀要 (ISSN:13476343)

巻号頁・発行日

vol.16, pp.35-50, 2017 (Released:2018-05-10)

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The rapid globalisation has led many school aged children to face the difficult task of acquiring literacy skills in two or more languages. In the literature, it has been repeatedly pointed out that choices parents make in their child upbringing affect the linguistic developments of such children in various ways. However, these studies focused on the overall trend and the detailed strategies and beliefs that parents use in their child upbringing are yet to be explored. This study aims at describing such strategies and beliefs that parents have in order to support the development of biliteracy in a qualitative manner, by means of interviews to four mothers of Japanese-English bilingual students acquiring biliteracy at an advanced level. Through SCAT analysis of the interview data, six concepts were observed across the families, which are hoped to provide some guidance in the child upbringing of bi/multi-lingual children.

著者

臼田 悦之 志村 昭暢 横山 吉樹

出版者

北海道英語教育学会

雑誌

HELES journal (ISSN:13476343)

巻号頁・発行日

no.12, pp.21-35, 2012

著者

臼田 悦之 志村 昭暢 横山 吉樹

出版者

北海道英語教育学会

雑誌

HELES journal (ISSN:13476343)

巻号頁・発行日

no.13, pp.3-20, 2013