The Effects of Oral Reading for Japanese Junior High School Students

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(1)The E螢ects of Ora1Reaaing for Ja＝panese Junior High Sghoo1Students 教科・領域教育学専攻言語系コース. M09138F 岩田隆幸. In this−Paper，I wou1d】ike to c1ar並y the. pro丘。iency and those with1ow grade1eve1s of. characteri6tics of a餌。up of Japanese juI1ior high. Eng1ish pro丘。iency？Research question3：I wiユ1. schoo1students’awareness and strateまes of oraI. conduct a factor ana1ysis in order to自nd out the. reading in the 1earning of Eng1ish by using a. re1ationshps among question items in t11e. questionnaire and−investigate the resuユts in terms. questionnaire．I 乞hink it is va1uab1e to c1ari母. of the di錨erence of the participants’ sexua1. them．. di」ミ竈erence and their grade 1eve1s of Eng1isb. Chapter2reviews the pre耐。us studies on. pro丘。iency The number of the students was67. the characteristics of Japanese− 鰍浮獅奄盾秩@high schoo1. and they were1eaming Eng1ish at a ju血。r high. students’awareness and strategies ofora1reading．. schoo1in Kobe city in Hyogo prefecture．The. 0ra1reading is one of the techl■iques foI・reading. questionnaire emp1oyed in this study was. Eng1ish，This method is considered to be e拙ective. v並tua11y the same as the questionna虹e adopted. for Japanese1eamers of Eng11sh Nakashma. in Shinzawa （2004） which 三n itse1f wa昌 a. （2002），for exan1p1e，thought that ora1 reaaing. combination of question items・血。m ear1ier. was a fundamenta1action to master Eng1ish，. studies on ora1reading in the1earning of Enghsh. After the training，junior h塘h schoo1students. by Japanese1earners and his own origina1s．Since. were ab1e to get the1istening and reading high. Shinza☆a （2004） conducted his questionnaire. al〕丑ity On the other hand，Tenma（1989）中sists. with j．u出。r high schoo1students in Nigata. that si1ent reading is Inore suitab1e for. prefecture，my present paper can be seen as a. understanding the meanings of sentences than. rephcationofhisstu蚊. ora1reaホng．I want to丘na out which is more. The present paper consists of5chapters，. e拙ective to master Eng1ish．Asano（2001）insisted. each of which is concerned with t11e respective. that ora1readmg was the most1mportant act1v1ty. theme as fouows．. requ皿ea to enhance EngI1sh pro丘。1ency A1so I. Cbapter1presents the introduction of t1■is. want to identi蚊the e拙ectiveness of ora1reading. thesis． I have the fouowing three researcb. which enhances Eng1isb pro丘。iency．. questions．Research question 1：虹e there any. Chapter 3 presents the method of the. di拙erences in the resu1ts of response between. preseIlt survey First，I want to make c1ear the. boys and g血1s？Research−. importance of EngHsh ora1reading for Japanese. 曹浮?唐狽奄盾獅Q：Are tbere. any d雌erences in the resu1ts ofresponse between. junior high schoo1students，and the re1ationship. the students wi曲higb grade1eve1s of Eng1ish. between the ef竈ectiveness of Enghsh ora1reading. 一268一.

(2) and the genera1Eng11sh ab1hty Second，I have. 距。up with upper餌ades is more fond of Enghsh. the three research questions a1reaay皿entioned. and good at Eng1ish than the1ower group．The. in Chapter1．Third，the study was conducted. students who conauct ora1reading are ab1e to. ．with tbe students in a pub1ic ju㎞or㎞gh schoo1. read texts of Enghsh accuエate1y and rapia1y．The. 1ocatea in Kobe city． The number of the. resu1ts offactor ana1ysis ident丑ied the fo11owing5. participants was67，a111＝［inth距aders，in two out. factors：. of the 丘ve c1asses in the schoo1．0f the 67. participants，38were boys and29were gir1s．. Factor1：Accuracy and Rapid Reading of. Fourth， the questionnaiI・e emp1oyed in the. Words. present research had two kinds of questions，. Factor2：Difficu1ty with Sounds during. QuestionsAand−QuestionsB．QuestionsAasked. Ora1Reading. the participants about their attitude toward. Factor3：Strategies toward Ora1Reading. studying Eng1ish and their grade1eve1s of Eng1hsh．. Factor41Attention Points during Ora1. Questions B asked about their awareness and. Reading. strategies of ora1 reaaing in the 1earning of. Factor5：Idea1Rapid Reader. E㎎1i・h・Fi舳・曲・q…ti・・坤・・fmy・t・ayw・・ conducted in ear1y May，2010．It was conducted in. ChapteI・5 presents the conc1usion of the. two cIasses for about50minutes during regu1ar. survey．FiI・st，in statistica1significance testing，I. Enghsb c1asses， Sixth， statistica1 significance. compared the resu1ts between gir1s and boys and. testing and a factor ana1ysis of the responses on. between participants with high Enghsh grades. the questionnaire were conductea to revea1the. and those with1ow grades．I conc1ude that the. characteristics of awareness of strategies of ora1. boys in this study practice more and more good at. reading among the I〕articipants．. Eng1ish than the車r1s．Ana I conc1ude that the. Chapter4presents the resu1ts ofthe surveγ. students in this study with high grade1eve1s of. I ana1yzed the responses in three ways．First，the. Eng1ish pr〇五。iency pI1actice ora1 reading. responses were compared between boys and gir1s−. activities more and more good at Eng1ish than. Secona，the responses were compared l〕etwee早. those with1ow grade1eve1s of Eng1ish pro丘。iency．. the stuaents with good Eng1ish grades and the. Second， this study extracted 丘ve factors to. students with poor Eng1ish grades．The Eng1ish. characterize the awareness of and strategies for. grade of each participant ref1ects his or her grade. ora1reading for the junior high schoo1students in. ofEnghsh deciaed by his or her Eng1ish teacber of. tl＝［is study．The resuユt is that the students who. the schoo1．Thhd，a factor ana1ysis was conducted. conduct ora1reading aIle ab1e to I1ead texts of. on the responses of the participants−The resu1ts. Engl二ish皿ユ。re accurate1y and rapid1y．. showed the fouowing things．Boys are more fond. 主任指導教員山岡俊比古. of Eng1ish and good at Eng11sh than g1二r1s The. 指導教員山岡俊比古. 一269一.

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