小学校英会話カリキュラムが卒業生の情意的側面に及ぼす影響 : 「異文化併用型」と「英語重視型」の比較事例分析
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概要
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The purpose of this study is to analyze the influence of two types of primary English conversation curricula upon students' behavior, by a case study based on a questionnaire survey to graduates. I surveyed 657 students belonging to two junior high schools, and asked their affective orientations to English learning. The two types of curricula they experienced differed in the weight between English learning and intercultural learning. Primary English conversation in Japan was started within the hour for "Integrated Study" as a part of international understanding education. A point of issue is whether it has a synergy effect on students or not, to teach both foreign language and intercultural communication together. The task of curriculum stady is to elucidate the question on the effect of this curriculum; what is an educational influence on students when they experienced these two types of learning simultaneously? In this paper, I paid attention to the synergy effect of intercultural learning and English learning, and analyzed the students' attitude and their affective aspect such as interests and concerns by comparison with the curricula experienced in their primary school days which are named as "Intercultural and English learning balanced type" and "English learning weighted type". Firstly, in the aspect of English learning, I found the "Intercultural and English learning balanced type" curriculum is tend to make students smoothly adapted for the present junior high school English; and for the "English learning weighted type" curriculum, it became clear that students recognized English as a tool of communication. On the other hand, in the aspect of intercultural learning, the "Intercultural and English learning balanced type" curriculum showed a high tendency to raise students' intercultural concern on the whole. Furthermore, regardless of the characteristic of curricula, they showed clearly the affirmative attitude to English learning, acquired by the communication activities they experienced in their primary schools. This implies that their positive attitude to communication is the main factor to raise their intercultural consciousness.
- 日本カリキュラム学会の論文
- 2004-03-31
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関連論文
- 小学校英会話カリキュラムが卒業生の情意的側面に及ぼす影響 : 「異文化併用型」と「英語重視型」の比較事例分析
- 文化学習と学習者の情意的領域に関する一考察 : 日本の公立小学校の外国語カリキュラムへの示唆(第2部 自由研究論文)