Long-Term Effectiveness of English Language Learning in Elementary Schools

• UEMATSU Shigeo

  Setsunan University Department of Foreign Studies

書誌事項

タイトル別名

• Long-term effectiveness of English language learning in elementary schools: the Japanese elementary school context
• (The Japanese Elementary School Context)
• (The Japanese Elementary School Context)

抄録

This study investigates the subsequent effect of English Learning in the Elementary School (ELES) on both the skill domain and the motivational domain. One hundred and forty five students in grades seven and eight participated in this study. Seventy two of them received English language instruction once a week in the elementary schools in tokku (special educational district), while the remaining 73 had not experienced any English language instruction before they entered junior high school. Research questions addressed in the study are: RQ 1: To what degree do ELES students and non-ELES students differ in terms of their English listening, speaking, reading, vocabulary, and grammar skills? RQ 2: To what degree do ELES students and non-ELES students differ on motivational variables? RQ 3: To what degree do the differences converge or diverge between grades seven and eight? A preliminary analysis revealed that the experimental group outperformed the non-experimental group to a statistically significant degree in listening skills and speaking skills measured in terms of the interview.

収録刊行物

• リメディアル教育研究

  リメディアル教育研究 4 (1), 108-115, 2009

  日本リメディアル教育学会

キーワード

• elementary school
• effect
• English skill development
• motivation
• attitudes

詳細情報

• CRID: 1390282680759644416
• NII論文ID: 110009627432
• NII書誌ID: AA12222209
• DOI: 10.18950/jade.4.1_108
• ISSN: 24238252
• ISSN: 18810470
• NDL書誌ID: 10533344
• Web Site: http://id.ndl.go.jp/bib/10533344
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I10533344
• 本文言語コード: en
• データソース種別:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用不可