習熟度別授業に関する実証的研究

概要

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Hosaka (2004a) has revealed that there are six main factors which explain what outstanding English teachers in academic high schools are like. Hosaka (2004b) has also revealed the relationship among the learners' variables (leaning styles, learning motivations and learning strategies), expectations on their teachers and their achievement in English. In this study, a path analysis was conducted to clarify the difference of the relationship between upper and lower level students. According to the results of the path analyses, the lower class students often use memory strategies to improve their achievement, but in fact these have no significant effects (p<.05) upon their achievement in English. On the other hand, the results have shown that the upper class students often use meta-cognitive strategies, which have a strong significant effect upon their achievement in English. In the end, the results mentioned above are discussed in terms of their implications for streaming classes (classified lessons according to their achievement in English), which have recently become very popular in many kinds of schools all over Japan.
全国英語教育学会の論文