Emerging EFL Communicative Competence of Japanese Children
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概要
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The starting hypothesis for the study was that with an appropriate learning environment (instructional system and instructional methods) young children will rapidly reach a stage of pre-communicative competence in the acquisition of English. The subjects of the observation were 22 six-year old Japanese children, the environment was an international school, teachers-foreign nationals and the language of instruction English. One week course exposed children to English seven hours a day through English lessons, music, sports, as well as informal interaction with foreigners while swimming, at lunch time or on the playground. The evidence provided shows that emerging EFL pre-communicative competence is observable. The evidence also shows that the final assumption of the observable criteria needs adjustment. The adjustment points out three distinct stages children go through in acquiring communicative competence. The first stage is the innate stage, the second the one easily acquired with simple instruction, and the third stage, the signs of which are not observable, is recommended for a long-term instruction. The implications of the research take into account contemporary changes in policies and practices of English language education in Japan.
- 神田外語大学の論文
神田外語大学 | 論文
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