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A Comparative Study of English Teaching to Children in Pilot School and General Primary School : Effective Teacher Training and

Methodology

著者 Sonobe Yoko

journal or

publication title

東京家政大学研究紀要 1 人文社会科学

volume 48

page range 149‑159

year 2008

出版者 東京家政大学

URL http://id.nii.ac.jp/1653/00009250/

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AComp

    arative Study of English in Pilot School and General    Effective Teacher Training and

Teaching to Children

Primary School

Methodology

     SONOBE, Yoko

(Received on October 4,2007)

キーワード:開発指定校,教員養成,効果的な指導方法

Key words:Pilot School, Teacher training, Effective methodology

1ntroduction

    In the twenty−first century, it is strongly expected fbr every nation in the world to be more intemation−

alized so that all the nations co−exist peacefUlly. In Japan, the number of fbreign workers is increasing in recent years. Similarly, a lot of Japanese go abroad;some people work in fbreign countries, and others go to fbreign countries just to traveL Under this present situation, communication ability in English is regarded as essential. Therefbre, people in every generation need to leam English. According to the newspaper, the m司ority of Japanese desires to leam English, or parents want their children to acquire Enghsh, at least speaking ability. The conspicuous epoch−making thing is the start of English teaching from primary schoo1.

1n l 992, the Ministry of Education, Culture, Sports, Science, and Technology(MEXT), appointed some pilot primary schools in which English was taught as one of the compulsory su切ects. As of 2000,0ver 22,800 primary schools have introduced a Period fbr Integrated Study such as simple intercultural understanding once or twice a month(Higuchi,2001).}lowever, the time allocated is very limited, approximately 45 minr utes. In addition, primary schools do not have a proper forrnal curriculum and obvious goals fbr teaching English. The problem is that Japanese primary school teachers seem to lack Communicative Language Teaching sk川s, and interactive teaching techniques. That is to say, since primary school teachers have not received specific training in teaching English as a fbreign language, they are not familiar with the appropri−

ate, up−to−date teaching methods, techniques and activities needed fbr primary school English leveL

    In my study, the aim is to compare pilot schools and non−pilot schools in tenns of the methodologies employed and teacher−training systems respectively. In addition, the benefits of teaching a fbreign language,

English to children, in this case, will be explored later in this dissertation. In particular, the aim of the stUdy is to find out possible solutions to several issues involved in teaching English as a fbreign language,

and to find a more effective methodology through class observations carried out at primary schools, ques−

tionnaires and interviews taken at several primary schools in Sayama city and Iruma city, in Saitama prefec−

ture.

Chapter 1 The present situation of primary school English activity classes

Teaching English to children is being highlighted in Japan. And most primary schools start English ac一

国際コミュニケーション

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tivities in Period fbr Integrated Study(sogo−gakushttηoガんoη)because primary school English activities have alot of benefits. This chapter will give a general review of the present situation of teaching English from 2000to present. And the characteristics of teaching systems in the most progressive pilot schoo且and general primary schools are introduced. Moreover, the featUres of three stages of child development is described

1−1.The present situation of English primary−school teaching in Japan.

    In 2000, English teaching was introduced in Period fbr Integrated Study at an primary schools in Japan.

According to newspaper research, over 86%people agreed to teach English to primary school children.

(Yomiuri Sllinbun,2000). In 2002, English lessons involving lots of game−like activities at primary schools forrnally sta貢ed. MEXT decided to appoint some pilot primary schools in which English is a compulsory su切ect. The number of pilot primary schools has increased in recent years. Also, most general primary schools reinfbrced teaching English, understanding of intemationalization, and cross−cultural education.

Through the English activity in primary school, children start to be aware of how English is usefUl, and teachers help children enhance intemational understanding of English as a communication tool.

1−2.Acomparison of the present situation conceming the English teaching between the most progressive     pilot school and general primary schools.

    In 2004, the Central Education Council reported that 92.1%of primary schools conducted an English activity as a part of Period for Integrated Study.1n primary schools overa11, an average of English activity Period fbr lntegrated Study from grade three to grade six,72.6%of schools implemented an English activ−

ity. In terms of average hours a year丘om grade three to grade six, Bnglish activity class was held lO.7 hours a year. And on average 63.7%of ALTs took part in the activity in primary schools. As fbr pilot schools, in l992, some primary schools are tentatively appointed as one pilot school by MEXT. And then,

in 1996, MEXT decided to appointed at least a pilot school in 47 prefectures.

    In the most progressive pilot school in Chiba, much more time used in general primary scl、ool is spent in an English class. In more specific detail of English class llours, in 2007, English class basically assigned 470hours in total fbr six years:grade one,70 hours a year;from grade two to grade six, fbr 80 hours a year in each grade. However, class hours of other subjects were reduced and allocated to Enghsll classes in this schooL The most prominent characteristic of these class hours of English in this school is that teach−

ers spend basically a module of 20 minutes every day in all grades, And especially in upper grades, it spends 40 minutes, two modules occasiona且ly. ln comparison with total English class hours at junior high schoo1, this primary school assigns much time to English class.

    In general primary schools, class hours of English activity vary from school to school, and each school has its own educational aim. For instance, one general primary school I observed is doing English activities three times a month, and the other general primary school, twice a month. Thus, in general primary scllools,

class hours of English actlvities differ from those of pilot schools because English is st川not a compulsory SU切ect.

    English classes are taught by homeroom teachers usually with the good cooperation of the ALT or JET.

Homeroom teachers in Chiba have a positive attitude toward English and do not depend too heavily on the

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ALT s or JET s cooperation. And their English skill level is higher than those of general primary school teachers. Primary school teachers usually tend to be observers in English class in general primary school,

but homeroom teachers in this most progressive primary school should become or work as facilitators to manage their class.

1−3.The benefit of teaching English to children.

    There are many benefits of teaching English to children. To start learning a foreign language earlier would be better. Children are able to spend an enormous amount time. The ages from fbur to eight are the best to acquire a foreign language. In addition, children have curiosity, and they are just the age that is called Critical Period fbr touching other counties or cultUres. To learn English also promotes children s spiri−

tual, mora1, social, and cultural development.

1−4・Why teaching English to children would be better to start before children enter a junior high school.

    It is widely acknowledged that the starting age of a f〈)reign language leamlng is extremely important.

The most accepted period fbr leaming a fbreign language varies from scholar to scholar but Critical Period is generally said to be from six to ten. When it comes to listening and speaking skills, children from six to ten quickly make great progress in these sk川s.1n a word, children under twelve are mbre suitable to ac−

quire a fbreign language than children over twelve. And six years at primary school bring much more re−

markable changes in children冒s mental and physical make up. During the six years at primary school, most children grow and mature rapidly. In addition, according to one researcher, teaching English to primary school students is more effective than teaching English to junior high school students. In comparison with children who have not experienced English language leaming or intemational understanding, these children who have had this experience are very interested in f()reign language leaming. And also, their attitudes and motivation toward fbreign language study greatly influence English leaming in junior high school.

1−5.The three stages of child development.

    The period of six years at primary school can be divided into three stages:the fi rst stage is grade l−2,

the second is grade 3−4, and the third is grade 5−6, In the first step, pupils need to be immersed in leaming

environment in which English is used as frequently as possible. Children in the first stage are very good at repetition so that the teachers familiarize children with English intonation and rhythm naturally。 The sec−

ond stage is the best time fbr children to acquire speaking and listening skills。 In addition, on the whole,

children at this stage are able to produce near−native speakers pronunciation. In this step, it is possible fbr ateacher to let students do both group work and individual work. And the most notable characteristic of this step is that children become aware of the fact that after they listen to English sentences, they discover some di ffi cult words they do not understand, and so they think it is nonsense to repeat the words which th・y d・n・t㎞・w・1・th・thi・d・t・g・・9・ad・.5−6・・hild・en・・m・t・h・ve a・en・e・f・e・p・n・ibility f・・anythi・g they do. Also, they become interested in interference with their mother tongue, Japanese, and their own cul−

ture. Moreover, children at this step are not satisfied with English repetition work, and they tend to dislike

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body language. At this age, they become sensible to unintelligible words or sentences a teacher or ALT says. And they especially get nervous at English that they cannot catch as they hsten to their teachers.

Particularly, children in the sixth grade are eager to use complete Bnglish expressions to communicate with fbreign people.

Chapter 2 The qualities requisite for an English teacher and the importance of teacher training

    Anumber of primary school teachers are embarrassed how to teach English to chiidren because most teachers have never experienced teaching English, and they have not taken some seminars about English lan−

guage and teaching methodologies. Therefbre, they cannot arrange English activity classes satisfactorily, In this chapter, Hbcused on English competence in teaching English to children and the qualities requisite fbr English teachers. Also, the results of my questionnaires about participation in several seminars are shown in section 2−4.

2−1.The present situation of an English teacher fbr children in primary school.

    Since English activity classes have been produced in primary schools, a lot of issues have arisen. One of the several issues is that it is impossible fbr primary school teachers to teach English because primary school teachers have never been trained to teach English activity class, or most teachers are not interested in fbreign language teaching. Therefbre, a system of English activity was widely changed in the late l 980 s.

English activity education varied with setting up the Japan Exchange and Teaching Program(JET Program),

As a result, a large number of primary schools succeeded in securing Assistant Language Teacher(ALT).

After that, the introduction of ALT into Japan was progressively developed English activity class. Thus, an incomplete system of primary school teacher training is one of issues in English teaching education. Another issue is that it seemed not to be possible to train teachers simultaneously throughout Japan, and yet another issue is that keeping English teachers who have sufficient English skill is also dif罰cult。

2−2.English competence in teaching English to children.

    Teaching English to children is apt to be easier than teaching English to upper−school students such as those in junior high school, high schoo1, and university. PeoPle might think that it is not necessary fbr pri・

mary teachers to have high level of English competence, However, this is not true. In teaching English at primary leve1, teachers pay attention to every little point. And also, the other significant point is to require primary school teachers to correct English pronunciation, intonation, and rhythm, so primary school teachers extremely need ALTs help to acquire native English sounds. To teach English words and practical phrases is very important, but teaching English to children places a special emphasis on a teacher s English compe−

tence.

2−3.The qualities requisite fbr an English teacher.

Primary school requests teachers to acquire higher competence in teaching English and to have much

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greater qualities requisite fbr an English teacher. These points below of qualities requisite fbr English teach−

ers in primary schools are very essential fbr teaching English. The first specific point is that teachers are required to love children. Secondly, teachers should be flexible towards fbreign languages and countries without any pr()judice. They should be very interested in English and the world, and be inquisitive about intercultural affairs. Thirdly, an ideal teacher fbr English teaching is one who can be pleased with children s academlc development. Fourth, a teacher who has a passion fbr English teaching seems to be appropriate in primary schooL It is possible fbr all teachers to acquire English skills and teaching techniques if they strive to improve their English。 Fifth, English teachers have to create English teaching methods, curriculum,

and teaching materials. Teaching English to children is especially difficult because they ought to create teaching plans or materials as they need to cope well with children▼s response in various kinds of situations.

Finally, as fbr basis on teaching English to children, the teacher must be familiar with the basic theory of Total Physical R.esponse, Communicative Approach, Phonics, and usefUl games or teaching methods fbr English communication at least. The most important point is that the English teacher let children recognize language awareness and cultural awareness rather than specific English knowledge.

2−4.The results of my questionnaires in eight primary schools.

    Anumber of English teaching seminars or workshops are carried out throughout Japan in, fbr example,

seminars conducted by Ministry of Education, Culture, Sports, Science and Technology(MEXT), Kanto−

Koshinetsu Association of Teachers of English, and some other associations, seminars conducted by each prefecture, seminars conducted by cities and towns, open seminars at universities, short−te㎜language pro−

grams overseas, in−school workshops, visits to other primary schools, and registration of graduate school using the absence system. According to the results of my questionnaires, lt is obvious that only a small per−

centage of primary school teachers attended English teaching seminars or workshops in both pilot schools and general primary schools. That is to say, most teachers have never attended such seminars or workshops.

Therefbre, teaching English in prlmary schools inspired teachers to demand expeditious teacher−training. And primary school teachers are requlred to attend some seminars or workshops. ln comparison with results of the most progressive pilot school and general primary schools in Iruma city and Sayama city, a greater num−

ber of those teachers have attempted to acquire English skills and teaching English techniques so far.

However, primary school teachers should take part in seminars or workshops as much as possible.

According to my research, the percentage of participatlon in all categories is less than hal£To improve English activity classes, in−service training of teachers should be emphasized. Furthermore, primary schools ought to give information in te㎜s of English teaching and allocated much time fbr initial education to teachers。

2−5.The results of my questionnaires      teacher themselves.

regarding studying English language and teaching techniques by

    There are also several ways of studying English language and teaching techniques besides taking part of the public seminars or workshops. I researched how primary school teachers study English language and teaching techniques themselves. This research was divided into fbur categories, namely, English conversation

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programs on television or radio, reference books about English teaching and teaching techniques, private English language schools, and others. The results, in short, primary school teachers have already attempted the way of English leaming. Furthermore, a few teachers have f()und their English leaming style. Hence, it is possible fbr all teachers to see to their own training in English.

Chapter 3 Teaching programs and methodologies in primary school

    Thls chapter treats two effective programs in primary school English activity classes:what teachers h・ve a廿・mpt・d t・t・a・h E・gli・h・・n・naly・i・・fmy q…ti・nn・i・e・,・n i・t・・d・・ti・n t・・ampl・teachi・g P1・n・

fbr both pilot school and general primary school, and a consideration of suitable teaching methods to chi1−

dren.

3−1.Two effective programs in primary school English activity class.

    English activity class in Period fbr Integrated Study is aimed at improvement of practical communica−

ti・n・biliti・・and・d・・ati・n f・・i・t・m・ti・n・1 und…t・ndi・g. F…n・t・bl・p・・9・am・e・i・t・F・・eig・L・ng・・g・

exploratory/Experience Program, Foreign Language at Elementary Schoo1, Understanding of lntercultUral Program, and Period fbr lntegrated Study. Above a11, two of these programs are very effective in teaching English to children. Foreign Language Exploratory/Experience(FLEX)program is very relevant to intema−

ti・n・1 underst・ndi・g・The・bjecti・…fFLEX・・e th・i・t・・d・・ti・n t・f・・eig・1ang・・ges leami・g,・wa・eness

・fi・t・m・ti・n・1izati・n・・ec・9・iti・n・f・・mmunicati・n,・・i・g f・・eig・1・ng・・g・・, b…d・ni・g understandi・g・f mother tongue, and motivation fbr fbreign languages leaming,

Foreign Languages in Elementary Schools(FLES)was originally concerned with primary schools which were doing an immersion program. The goal of FLES is to raise communicative competence ill the second language. Among schools I have observed, the most progressive primary school in Chiba might be suited to this program. This radical program will become usefUI fbr managing English activity classes。

3−2.How teachers have attempted to teach English to children.

    Since English activity classes have begun, there have been few guidelines fbr English activities and teaching resources。 In this challenging circumstance, primary school teachers llave to choose suitable meth−

ods themselves and teach English to children by trial and error. According to results of my questionnaires,

th・y have att・mpt・d sev・・al diffe・ent thi・g・;Pr・・ ・・1〃・〃d b・・k・for E1・mel・ ・りI S・h・・1 E・・9〃sh・A・繍・,,

The Course of SUldy, reference books about English teaching and teaching techniques, private English lan−

guage schools, and others. The results of my questionnaires show how primary school teachers make teach−

i・gPl・n・f・・E・g甚i・h acti・ity・1・・s and h・w g負・n th・y・・e va・i・u・ ・efe・ence b・・k・and・ther re・・u・ce・.

3−3.Suitable and usefUl teaching methods in primary school.

    When the teachers teach English to children, they usually employ several teaching methods. For in−

stance, English songs, games, role playing are very relevant to English activity classes in primary schools.

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The results of my questionnaires show how often teachers have been using such teaching methods and how suitable teaching methods are to children. Those results are very clear and simple what the difference be−

tween the pilot school and general primary schools. A comparison with useful teaching methods in primary schoo1, there is not so different results. Songs and games are extremely useful teaching methods in any prト mary school, and these teaching methods are very much easier fbr all teachers to teach English rather than other teaching methods.

3−4.Why the teaching methods mentioned in the previous section are suitable fbr teaching English to chil−

    dren.

    Songs, games, role play, and some other methods have good points fbr teaching English to children.

In comparison with teaching methodologies between the most progressive pilot school and seven general pri−

mary schools, I fbund some equivalent points and di脆rent points through the results of my questionnaires。

In primary school English teaching, most primary schools are using same teaching methodologies.

Particularly, songs, games and chants are necessary to teach English to children. Songs and games are greatly effective teachlng methods because they produce a relaxing atmosphere, and children do not hesitate to sing songs and play games. The English classes taking those teaching methods help children enjoy them−

selves. To do English activities more effectively, teachers have to acquire several pattems of teaching meth−

ods, and teachers need to notice how or when they should use teaching methods during English activity classes.

3−5.The results of what skills and conceptions teachers emphasized.

    Language awareness and cultural awareness must be emphasized strongly in primary school English ac−

tivity classes. Especially, the o切ectives of English activlty classes are the reinfbrcement of speaking and lis−

tening skills. And also, in the period of primary school, children grow mentally and physically very q.uickly,

so it would be ideal fbr them to be aware of intemational understanding, humanities, and sociability.

According to the result, there are no big differences. However, the pilot school put much more emphasis on the fbur English skills and three conceptions than the other general primary schools did. All primary school teachers emphasize basic English skills and three conceptions, and they tend to arrange English ac−

tivity classes taking in various skills and conceptions as much as possible.

3−6.How to evaluate children s attitudes and behavior in English activity classes.

    In primary school English teaching, evaluation is one of the biggest problems. Among specialists of English teaching education, there are pros and cons in their opinions. Under this present situation, primary school teachers are required to evaluate children by many dif免rent means. In the most progressive pilot school in Chiba, there is an evaluation formula because English is a compulsory subject. In all grades, each child has to take simple oral examinations with an interviewer who is usually an ALT. The o切ect of the examination is to determine how much communicative competence every month. The ALT gives some ques−

tions to children using English words and phrases they have already leamed. A homeroom teacher observes

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child s attitudes and how fluently he/she speaks English. On the other hand, the general primary schools do not have this type of evaluation list because English activity classes are taught as a part of Period of Integrated Study, not as an independent compulsory subj ect. Therefbre, primary school teachers are embar−

rassed as to how to evaluate children. To evaluate children fairly, homeroom teachers should cooperate with ALT s, and it is desirable fbr all primary school teachers to draw up an ideal evaluation rule or list as soon as possible.

Condusion

    Conceming primary school English activities, there are still has some difficult issues to overcome。

Teaching English to children has already lagged behind, compared it with most other Asia country. One of the causes fbr this is that teaching English in primary school level seems to be considered to be a privileged su切ect in Japan. I think that English language is not a special su切ect in primary schools, and English ac−

tivities could be much more productive. And the anther consideration is why a few primary school teachers do not have a positive attitude about English. There are a few comprehensive syllabuses or curricula com−

piled by MEXT. That is why teachers are confUsed when teaching English to children。 In my studies, I solved several issues in primary school Eng且ish activities in both the most progressive pilot school and gen−

eral primary schools. The one is how to train primary school teachers, and the other is what teaching meth−

odologies are more effective to promote English activity classes in primary schoo且s.

    In chapter l, I explained that the presCnt situation of teaching English in both the pilot school and non−

pilot schoois.1described what the various benefits of teaching English to chi且dren are. The points of this chapter are that the starting age to leam a fbreign language is very important. And to manage English ac−

tlvlty classes smoothly and e脆ctively, the primary school teachers should notice that primary school period can be divided into three stages both mentally and physically. Prilnary school teachers ought to t1血k how English activity classes could be made more effective in a period of six years at primary schoo1,

    In chapter 2, I discussed the points of how to improve English competence to children in teaching Enghsh, and also pointed out the need fbr teachers to participate in various seminars or workshops to leam English language and English teaching techniques. There are some effective points gained from attendance at seminars or workshops. And through attendance at seminars, teachers should leam the eight basic points below:

1.Knowledge about English teaching methodologies.

2・The educational goals of English teaching.

3.The ways of making curriculum, teaching plans, and teaching materials.

4。The choice among several suitable teaching methodologies.

5.Good classroom management in English actMty class.

6.Improvement of English communicative competence.

7.Having a flexible mind fbr inte】mationalization.

8.The role of primary school teachers.

About English−teaching methodologies, teachers should also leam specific methodologies such as Total Physical Response, Commurlicative Approach, and Phonics. These fbur teaching methodologies are essential to managlng pnmary school English activities.

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    Chapter 3 describes that two effective programs in primary school English activities, and aiso what English teachers have tried to teach children so far. Furthermore,1 describe questionnaires about suitable and useful methods teachers have employed, There are not so big di脆rences among the results fbr those ques−

tions between the most progressive pilot school and seven general primary schools.

However, the pilot school in Chiba put much more emphasis on the f()ur English skins and three concep−

tions(intemational understanding, humanity, and sociability)than the other seven general primary schools.

And also, in 2007, they add three more points;eye contact, open mind, and speak English with strong con−

fidence. On the other hand, in general primary schools, each teacher has different view of thinking what skills and conceptions should be fbcused on.

    In concluding, the most progressive pilot school teachers have already acquired a Iot of training and at−

tended seveセal seminars or workshops. They understand English teaching techniques and the theory of English teaching to children. Also, they can cooperate well with ALTs or JETs during the English classes.

And they have mamy English class hours. What homeroom teachers have to do from now on is to produce teaching plans themselves, and they and other teachers should improve their English pronunciation, rhythm,

and intonation. In general primary schools, English activity class hours are not sufficient, but to increase English activity class hours is not possible under the present situation. English activity class hours are so limited that teachers need to make teaching plans as complete as possible. If Japanese teachers feel difficulty in their English activity classes, they should refer to English classes in a pilot school, or they had better participate in seminars or workshops. The goal of teaching English to children is to make children aware of intemational understanding and to reinfbrce the fbundation of communication. Primary school teachers need to decide what children should leam, and the teachers have to break leaming scope and materials into small steps so that children will have fewer dif臼culties..And, hopefUlly, it is recommended in English ac−

tivity classes that children should not leam junior high school level English much in advance bef()re they go up to a junior high school

Acknowledgements

    Iwould like to thank all teaching staffs of Department of Intemational Communicatjon of Tokyo Kasei Junior College f()r their encouragement and help on my dissertation. My special thanks are due to Professor Hiroshi Yada and Pro fessor Gregory Hutchinson for many warm guidance and assistant.

    Iam obliged to a lot of primary school teachers fbr accepting my request fbr taking my questionnaires.

Ithink my thesis was completed by grace of their cooperation. I thank all of them from the bottom of my heart fbr their cordial supPort.

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CeiCe−MUrCia, M.(2001). Teoching English aS o SeCOndα・Foreignムo〃g〃ogθ(3「d ed.).USA:Heinle&

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Cook, V.(2001). Second Languages Leoning and乙017gzイogθTeaching. London:ARNOLD.

Driscoll, P.,&Frost, D.(1999). The Teaching(〜プルf()de〃?ノ〜) ・eignムo lguages〃7 the PrimaiりノSchool.

London:Routledge。

Drever, M., Moule, S.,&Peterson, K.(1999). Teaching E 7g〃sh Clo∬room/n pl imaリノschooL London:

Trentham Books,

Ellis, R.(1997). Second Language Acguisition. Oxfbrd:Oxfbrd University Press.

Halliwell, S.(1992). Teach〃7g English加the primory clossroo〃7. Harlow:Longman.

Harmer, J.(1991), The Practice(ゾE〃g〃sh Longuage Teaching.(New ed.). Harlow:Longman

Johnstone, R.(1994). Teachingルt()der〃Languages o11)rimarJ/SchooL Scotland:Scottish Council fbr Research in Education.

Pachler, N,& Field, K.(1999).ゐθo柳加g o Teach〃∂dern Fore/gη、乙anguoges 〃 he Secondaり〜

Schoo1. London:Routledge.

Roberts, R.G.(1972). English加1)ri〃mりノSchools. London:Routledge&Keganpa1.

Swarbrick, A.(2002). Teachi〃gルf∂dern Foreign、Languoges in Secondaり〜schoo1. London:Routledge

Thomas, M. A.(1987). Language 7セoご伽g Clo∬room lnteroction. Oxfbrd:Oxfbrd University Press.

15. Hid句i Araki.(2000). E go勺ノoiku o SogotekinagakushL . Sanseido.

16.Hir( j i Watanabe.(1999),1幻imete no Shogakko Eigo. Toshobunka.

17. Kaichi Ito.(2004), Shogakko.E go Goた〃∫加5「hi∂bShishin. Shogakukan.

18. Kaneyoshi Nakayama,(2001).ノido Eigo Kyoiku woルlanabuhitoηo Tameni. Sekaisllisousha.

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19. Tadahiko Higuchj.(1997). Shogakkokorano Gaikokugoκvo澱〃. Kenkyusha shuppan.

20. Tadahiko Higuchi.(2001). Shogakko no Eigo Kyoiku. KTC Chuoshuppan.

Re fe rence ublished b Ministr of Education Cukure S orts Science and Technolo

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22. The Course of StudJ/for Foreign。乙angoroge inムow8r 5「econdaリノSchool.(2003).

      要 約

開発指定校と一般小学校における英語教育と指導法の比較研究

 日本を含みすべての国において急激に国際化が進んでいる現代はますます様々な国と平和共存していく必要に迫ら れている。最近日本では、多くの外国人労働者が雇用されると同時に数多くの日本人も仕事や旅行で外国に行く機会 が増えた。このような状況下において、世代を問わず英語を学びたいと願望する人が増加し、英語でコミュニケーショ

ンをする能力が必要とされる傾向が加速されている。そして学校での英語学習は中、高等学校だけではなく小学校に おいても英語活動として導入された。

 現在、小学校では、英語活動をどのように導入すれば、より効果的であるかが日本各地で様々な角度から議論され ている。小学校英語教育の文部科学省認定開発指定校では、英語は教科としてカリキュラムに位置づけられ、積極的 に外国人英語講師と授業を運営し、英語の授業時間数も国語の授業時間数の次に多い授業数を確保している。一方、

通常の小学校での英語活動は総合的な学習の時間に国際理解教育の一環として枠組され、英語活動の時間数や外国人 英語講師の派遣は小学校毎に異なっているのが現状である。このような状況下、小学校の英語活動は多くの人に益々 期待されているが、英語学習の指導経験のない小学校教員にとっては困惑が高まる一方である。開発指定校と通常の 小学校における英語教育の指導方法の差は明らかである。そこで、私は開発指定校と通常の小学校は各々どのような 指導方法を用いているのか、また、今までどのような英語指導に関する教員研修に参加したことの有無を2005年の6

月、開発指定校と一般の小学校合計8校、教員数128名に現状調査を行った。本論文では、小学校英語教育の利点を 述べ、調査を基に小学生にとって最も効果的な指導法はどのようなものであるのかまた今後、小学校教員はどのよう な試みをしていけばいいのか、そして小学校英語教育の最終目的は何であるのか論じた。

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