英語診断テストの得点と学習1年後の得点との比較分析

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This paper analyzes the English test scores of Tokushima Bunri Students, comparing the scores they received just after entering college, with those after one year of English study. The test used in the analysis is the Vocabulary-Grammar Evaluation Test (VGET), which Bunri students are required to take after entering this university. Upon completion of this test, students receive score sheets, which provide them with their test results and also point out their strong and weak areas in accordance with the following eight categories: 1) vocabulary; 2) construction of sentences as to time expressions; 3) active/passive sentences; 4) sentence construction in general; 5) subjunctive mood; 6) structure of verbs; 7) relative clause; and 8) parts of speech in general. After students have studied in my English class for one year, they are given the same test, and the former and latter scores are compared. There was a distinct gap between students who showed a marked improvement in test scores with those who did not. In both groups of students, I focused on the differences between the various grammatical categories in which students boosted their scores easily and those in which they did not, and I also looked at the various degrees of motivation that students from different departments had for studying English. Based on the results of this analysis, both teachers and students alike need to bear in mind that improving English grammatical skills requires time (for example, more than the time required to master computer skills), and that teachers play an essential role in helping students maintain their motivation for studying English.
2013-03-00

著者

堀口誠信
徳島文理大学短期大学部言語コミュニケーション学科

英語診断テストの得点と学習1年後の得点との比較分析

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