長崎大学経済学部生のG-TELP スコアに見る英語習熟度の伸長に関する考察

概要

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This article examines the English progress of first-year students of Economics in Nagasaki University by comparing their G-TELP (Level 3) scores in the first and second semesters of 2011. The 264 students took the test twice-one in the first semester and the other in the second semester. The average total score in the second semester was significantly higher than that of the first semester. A more in-depth analysis revealed the following tendencies: (a) those who scored higher in the first semester tended to produce much lower scores in the second semester; (b) conversely, those who scored lower in the first semester tended to score much higher in all sections of the test in the second semester. This suggests that the classes were more effective for lessproficient students of English than for students with higher degrees of English proficiency. The declining scores of the more-proficient students in the second semester might be in part because the classes were not offered on a proficiency basis. In conclusion, the findings of this study would seem to suggest that serious measures need to be taken to improve the English proficiency of the students with higher scores and not just the low-level ones.