文字指導を含めた小学校英語学習の有効性

概要

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This study quantitatively and qualitatively compares junior high school (JHS) students who were taught English including some reading and writing in elementary school with their counterparts who had no exposure to English in ES in their performance of oral reading at two times: in the 4th (Time 1) and the 12th months (Time 2) after their entrance to JHS. The quantitative analysis indicates that the experienced group outperformed the inexperienced counterpart at Time 1. At Time 2, however, no statistical difference was found between the two groups. The qualitative analysis showed that the experienced learners had a better understanding of letter-sound association at Time 1. At the same time, however, both groups committed similar errors at both times, mispronouncing the words they would never mispronounce in conversations and mispronouncing inflectional endings.
全国英語教育学会の論文