著者

寺沢 拓敬

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

vol.30, pp.99-112, 2016 (Released:2017-07-20)

参考文献数

22

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The purpose of this study is to examine the structure of positive and negative attitudes toward compulsory English lessons in elementary schools (CELES). Although general public acceptance on an early start of English education is often deemed as a driving force which encouraged the government to implement CELES, there is little evidence for what this public acceptance was like. This study, therefore, examines what factors promoted or inhibited positive attitudes toward CELES by analyzing a large-scale attitude survey of parents, which was conducted in autumn 2006, just before the official announcement of the implementation of CELES. A structural equation modeling analysis revealed that positive attitudes toward CELES were promoted by expectations of positive effects of an early start of English teaching, anxiety about a less favorable condition for the introduction of English teaching, and experience of a struggle for learning English, whereas they were inhibited by anxiety about side effects of early English teaching. Based on these findings, this paper discusses the structure and mechanism of public opinion on early English teaching and its implication for English education policies.

著者

杉本 ゆか 齋藤 理一郎

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

no.27, pp.141-153, 2013-03-01

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This is a practical report on "remedial English" in a flexible-time (part-time) high school. Nowadays, flexible-time high schools have a diversity of students: those who haven't gone to junior high school adequately, those who have learning disabilities or other developmental disabilities, and those who are non-Japanese. In general, these students are not ready to study in terms of both motivation and basic knowledge. In order to have them motivated and encourage them to learn, instruction with small steps is essential. This report suggests three activities in a remedial class: (1) training of spelling with phonics, (2) visualizing POS, (3) describing grammatical awareness. Moreover, the number of non-Japanese students has been increasing in flexible-time high school recently. Support class for their Japanese language becomes necessary even in high school. This report also introduces supporting activities of Japanese language class in a flexible-time high school.

著者

杉本 ゆか 齋藤 理一郎

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

no.27, pp.141-153, 2013-03-01

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This is a practical report on "remedial English" in a flexible-time (part-time) high school. Nowadays, flexible-time high schools have a diversity of students: those who haven't gone to junior high school adequately, those who have learning disabilities or other developmental disabilities, and those who are non-Japanese. In general, these students are not ready to study in terms of both motivation and basic knowledge. In order to have them motivated and encourage them to learn, instruction with small steps is essential. This report suggests three activities in a remedial class: (1) training of spelling with phonics, (2) visualizing POS, (3) describing grammatical awareness. Moreover, the number of non-Japanese students has been increasing in flexible-time high school recently. Support class for their Japanese language becomes necessary even in high school. This report also introduces supporting activities of Japanese language class in a flexible-time high school.

著者

靜 哲人

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

no.25, pp.1-10, 2011-03-01

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This study explored the relationships between prospective EFL teachers' beliefs about pronunciation teaching and their self-perceived pronunciation ability. Fifty-four Japanese students at the faculty of education at a national university in eastern Japan completed a 15-week EFL teaching methodology course, in which one of the main focuses was to get them to appreciate the importance of good-enough pronunciation and to improve their pronunciation skills. At the end of the course, the students answered 7-point Likert scale questions on the pre- and post-course beliefs about pronunciation teaching as well as those on their pre- and post-course self-perceived pronunciation abilities. The results indicated that prior to the course the strength of negative beliefs about pronunciation teaching was negatively correlated with one's self-perceived pronunciation ability but that through the course the students generally became more positive toward pronunciation teaching and more confident in their own pronunciation skills. There was a weak correlation between the degree of change in pronunciation-related negative beliefs and that in self-rated pronunciation ability both induced by the course.

著者

小林 雄一郎

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.23, pp.11-21, 2009

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The purpose of this paper is a corpus-based error analysis of a subordinator "because," using two kinds of electronic learner corpora: The Japanese EFL Learner (JEFLL) Corpus and the Japanese component of the International Corpus of Learner English (ICLE-JP). The former is a collection of argumentative and narrative essays by Japanese junior high school and senior high school students, and the latter is a collection of argumentative essays by Japanese college students. The analyses were made exploring the following three questions: (1) How is "because" distributed according to academic years? (2) How are sentence-fragments with "because" distributed according to academic years? (3) What are causes of learners' misuse of "because"? The following results were obtained: (1) Frequency of "because" was in inverse proportion to academic years. (2) Most of "because" in the sentence-initial position brought sentence-fragments which lack its principal clauses. (3) The misuse of "because" may be caused by L1 transfer, the confusion of spoken and written English, and the influence of junior high school textbooks.