高校3年間に渡るリスニング力とリーディング力の縦断的測定とその伸びのパターンの記述

概要

論文の詳細を見る
The purposes of this study are (1) to longitudinally measure the listening and reading proficiency of Japanese senior high school (SHS) students for about three years and to investigate what percentage of the students made (a) progress, (b) little progress, and (c) negative progress in English learning during specific year(s); (2) to describe the longitudinal developmental patterns of the listening and reading proficiency of each student; and (3) to investigate how strongly their initial listening and reading proficiency in the month of April of their first year in SHS affect their progress during the approximately three years of SHS. Two hundred and fifty-two Japanese SHS students took TOEIC Bridge tests four times during their three years in SHS. The results of the analyses show that (1) even in a top-ranking SHS, it may be a little difficult to observe students' progress in a one-year period, (2) there are many different types of longitudinal developmental patterns in both listening and reading scores, and (3) the progress in listening scores might be affected by the initial listening score and the progress in reading scores may be slightly affected by the initial reading scores--the effect on listening scores might be higher.