Psychological Effects of Learning English at Elementary School : From a Follow-up Study at the Junior High Level

• WATANABE Tomoko

  Toyama Prefectural University

Bibliographic Information

Other Title

• 小学校での英語入門教育がもたらす心理的効果 : 中学校での追跡調査から

Abstract

This paper reports from a three-year study which looked into the effects of experiencing an English program at the elementary school level at a later stage, namely, at the junior high school. The study followed a group of students who had a systematic introductory program, and a group who did not, for three years at their junior high schools, and periodically observed their behaviors in their English classes. In the final year of the study, the students' English test scores were looked at, and their psychological states were measured by a questionnaire. This paper reports the results of the data collected by the questionnaire. The data seem to show that the group with the introductory experience was better motivated and had less anxiety toward learning English, and that more of them went through the three years of formal English study without developing severe negative feeling. Although the better results cannot be solely attributed to the introductory program, they give the author enough to claim that such a program at the elementary school level would assist more children to learn English successfully at later stages.

Journal

• ARELE: Annual Review of English Language Education in Japan

  ARELE: Annual Review of English Language Education in Japan 18 (0), 231-240, 2007

  The Japan Society of English Language Education

Details

• CRID: 1390282680798791296
• NII Article ID: 110008512337
• DOI: 10.20581/arele.18.0_231
• ISSN: 24320412
• ISSN: 13448560
• Text Lang: en
• Data Source:
  • JaLC
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed