小・中に求められるリスニング能力の内容 : 小・中の連携をめざして

概要

論文の詳細を見る
This study compared junior high school (JHS) students who were exposed to English in elementary school (ES) with counterparts who had no exposure to English in ES in their performance on listening tests at two different times: in the 4th and the 12th months after their entrance to JHS. The results indicated no statistical differences between the two groups in the 4th month. In the 12th month, however, the inexperienced group surpassed the experienced group. Possible interpretations of these findings are presented with reference to the framework of communicative competence in second language acquisition (SLA) theory. The results imply that "familiarizing learners with English sounds in early ages," as suggested by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) (2001), may not necessarily have beneficial effects on the achievements in listening in JHS. Teachers and educators might be too optimistic if they assume that having fun in English rather than aiming at language acquisition in ES will help learners enhance their practical communication abilities.
全国英語教育学会の論文