年間授業時数やALT参加頻度の違いが小学生のコミュニケーションへの意欲に与える影響

概要

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This study investigated whether total English lesson hours and/or lessons with ALT would influence elementary school students' willingness to communicate (WTC). The participants in this study were the 3^<rd> to 6^<th> graders in 85 public elementary schools in Fukuoka city, who were given a questionnaire concerning their WTC in their English lessons at the schools. For the analysis, the data was grouped into 3 X 3 according to the total English lesson hours (1=over 30 hours per year, 2=15-29 hours per year, 3=less than 15 hours per year) and the ratio of lessons with ALT to toltal lesson hours (A=over 80%, B=33-79%, C=less than 33%). The result revealed that the students who experienced over 30 English lessons per year have high WTC towards not only ALT but also their peers and Japanese teachers. No significant influence of ALT lesson hours was found in this group. On the other hand, for the students who experience approximately 20 or less English lesson hours, high frequency of lessons with ALT seemed to have notable influence. Moreover, different tendencies between the middle and the upper graders were found. Based on the findings, pedagogical suggestions and improvement for further study were also discussed.
外国語教育メディア学会の論文