• 検索結果がありません。

Introducing Phonological Instruction into Early English Education: Effects on Students' Phonological Awareness and Learning Motivation

N/A
N/A
Info
ダウンロード
Protected

Academic year: 2021

シェア "Introducing Phonological Instruction into Early English Education: Effects on Students' Phonological Awareness and Learning Motivation"

Copied!
2
0
0

読み込み中.... (全文を見る)

今ダウンロードする ( 2 ページ )

全文

(1)Introducing Phono1ogica1Instmction㎞to Ear1y Eng1ish Education：             Ef庵。lls on Students’Phono1ogica1Awareness                       肌dLeamingMotivati㎝. 教科・領域教育学専攻 言語系1コース. M10130F 大杉 由美    This study proposes to i1匝tegrate a set of activities to. ㎞耐。d㏄㎞g1鮒6rs，at l㈱t㎜棚蜘d㎝ts acq此e a. e曲allce pho皿。−ogica1awπe鵬ss hto曲e c㎜■ent Eng1ish. cer㎞level of a口ra1−oral skiib．. 1如g㎜geeducad㎝㎞Jap枷at血e口pPerele雌n卿.    A1though血e main o旬ective of FLA is to i血prove. 1冊eI．1It㎞ve鮒g軌es whe曲打s凹。h activlt蛇s c㎜虹deed. stude藺ts’aura一・o胴1ski11s，not llavi皿91e耐ers as pa耐。f. helpimprove舳d㎝ts’Ph㎝o1ogicalaw姐㎝ess㎜d. teac血ilIg materia工s can m乞ke it dif日。ult to enba血。e. students’motiva11ion to1earo and i皿11erest㎞the胞I1guage．. studeI1灼’餌。血。logical aw鵬ness，which is r6po鵡d to. Us虹g a classroom exper㎞㎝t over a3−mon曲昨㎡od，. P−ay a cr聰。ia− ro1e in aural−ora1 skilIs ㎞ studies of. this study exp1ores di脆rent instructio血 血ethods with. studem統 wllo are 16ar血虹g English as a 耐st 胞nguage. v町y㎞g co拠bi血atio11s of activities a皿d leng曲s of. （Ll）。There㈹so㎜心that鵬m軸e to出e E㎎脳. mStm軸011．. 1肌guagG㎜d曲aHap㎝ese eIem6n卿schoo1stude鮒.    The existiI1g teachi皿g m蚊erials avoid or deIay t116. have never been exposed to， The curi’e口t te8ching. use of−etters in Eng1is111aIlgu韓966d口。a茄。n鋤the l1pP6r. me曲。d胞。uses o皿actlv−t1es tha1；㎞一I1arize the st皿dents. eIemθm腕y leve一．TI1θCo㎜閑e of Study or cuπicローum. with曲ese so㎜d5曲ro凹gh g8mes a皿d songs，wh量曲is an. guide1㎞es飾r e1emθo邸educatio頼㎞Jap㎜was revised. 並叩。池mt step tow機d1e㎜1㎞g a new−a皿g㎜age；bowever，. by the Minisサy of Education，Culture，Sci6nce，畠md. the avo池m㏄of1鮒ers虹血e exist虹g materia1s m畝es it. Spoぬh2008，棚d Foreign L≡㎜guage A勧i凶ies（FLA）. dif11icult ｛br 虹structors to  ㎞む。d凹。e  pho血。1ogical. w鯛㎞伍。d口㏄dto伽e岬P6rele雌nゆ1帥1s（Grades5. aware11ess Tbis study therefb爬proposes to mteg胞te a. ヨ㎜d6）i112011．A1thou出it is ca11ed“Fo肥ig11Language，”. set of activities to raise phomologica−aware皿ess㎞to the. 曲e胞㎎et1測g口age is E血g1is11， Accordi血g to曲e皿6w. Cnr『ent ClaSSr001＝n aCtiVitieS．. 躯de1虹es，bui1d㎜g a施mωi0皿虹0胞1胴伽㎝曲㎝.    E㎞d㎝ce 缶。m 砒e L1 sωdies 曲。ws that. w「i航em c0棚mlunicatiOn ski11s in E皿glish is the −nai皿. phono−ogical aw鵬棚閉s p1ays…m impoれ㎜t ro1e not o汕y. ○吋eαive of FLA，畠md 曲e g口ideI虹es recomm馳d. 虹tbe ear1ier s胞ge but also in the later stage of Eng−isb. teac趾ng metbods a臨d materials that㎞us on those skims一. la㎎㎜geeducati㎝，曲㎝ghs㏄bevid㎝㏄islackhg㎞. 皿㎎，曲・物舳M・肋・・κ2㎜d・曲・・t・・舳g. Japan， Evide日。e 岱。−n L1 s血dies shows 曲at raising. mat曲堕used㎞他。1assroo㎜avoidord曲y. pho皿。logical aw町e11ess亙。t ody he1ps s枷demts match Iette醐wi曲sou皿ds，but a1so heIps血eir1ite聡。y later on （Chapter I）、O㎜I interest is㎞how曲ese㎞dillgs in L1. “ω・gi・山w鵬皿鮒・㈱“mt坤池ph㎝・mi。・w醐…b帆. dsoω8w鵬㈱so舳㎎舳pokemm舳㎜曲越5ym枷闘md師mi㎎. s如di6s apply to Jap㎜ese s触de舳s，who酊e1㈱m㎞9. wo池”⑫㎞，N㎜εs，Wimows，Soh㎜蝪r，Z的6h，＆Sl㎜凶㎜，2001）．. 2助幽州θ励ω舳州e地OOk皿㎞敏伽岬阿e1帥㎝ゆleVel．. 252.

(2) Eng1ish as a的reign l㎜guage（EFL）．Un危舳tely，data. was exposed to曲e activities over a6−week period. on English pho頼。bgica1aware鵬ss ofelemen剛school. （Chapter 3）． An i皿provement in 曲e s触dents’. sωde伽in JapaI1町e lac㎞g．Moreo附，舳1e r餓arch. phono1ogical aw価e鵬ss was obse耐ed㎞both c1asses，. has been do鵬。n di脆re耐t6a曲ing me舳。ds曲狐help. b皿t the s1：岨dents’int6rest in1e血ers and pronu1＝iciation of. lIaise Jap級1ese st皿de口ts’ P1＝ionologica1 awareness a皿d. 曲。se letters were hi敏er曲r those who were exposed to. motivation．The main o句ective ofthis study is to61I舳s. those activities over the entire3＿moIlth period（Chapter. gap・. 3）．This IIesu111was obs6rved in both quantita1；ive and.     This study shows tha“比。hoice ofactivities p1ays a. qua1itadve assessme血ts．These衛ndings㎞pIy that easi皿g. clIuciaI role  ㎞  hnproving  students’ Pho種。1ogica−. studeI1ts into phoηological awareI1ess and nu鮎ng. aw砒eness． A set of classroom experime皿ts was. students’interest over ti−ne a■re血npor胞nt．. conducted over a3−month period．Students，PhonoIogica1.    Integrating act1vities tO ralse pbOI1oIOgioal awareness. awareness…㎜d motivation was鎚sessed t㎞ee times：at. btothecurrentEnglishl㎝鯉geed㏄ati㎝at雌upPer. 此begim㎞g，a允er6weeks，㎝datthee種d．I耐。ta1，危㎜. eIemen卿1evel is woれh consider㎞g，given the bene耐. act1vities were㎜征。duced lIi v町mg combm舳。ns（a）. 。f sllude11ts’ Pbonological awareness 酌und  m  the. matchmg a phoneme w1曲a coπespondmg le脆r，（b）a. lit6ra如鵬㎜d the positive outcome of the c1郷sroom. pro血undation exercise，（c） identi卯i血g a pbo血eme in a. experiInents observed  in this s1＝皿dy． De1ayiI1g  the. word，㎜d （d） ide11ti取i血g the s8㎜1e （or di脆胴nt）. m缶。d11c1：1om  of 1e統ers a皿d  orthography  1班nlts an. pbOneme in difゐ1’ent words they hear．The exper㎞1ents. ㎞鮒uctor’s abi−ity to teach phonologicaI awareness㎞. sbowed 血at there w鯛 I1o ㎞provement i11 舳e. Eng1isb at the upPelI eleI口entary Ievel．The consequences. pho皿。1ogical aw姐eI1ess ofstudeI1ts wbo were exposed to. of this1imitation sho㎜id mt be㎜1derestimated．This. on1y曲e firs“wo activit｛es（Chapter2），but whem allわ㎜．. study finds 曲at activities to iInprove phono1ogical. actMties were㎞位。duced，tbere was a皿improveme皿t. aw町eness c舶be血廿。duced at the叩per elemeI1ゆ. （Chapter 3）． These results po㎞t to the 危。t that. 1evel wi曲positive results，but the㎞stmctiori me曲。d…㎜d. ㎞troduc㎞g a spec欄。 p110ne㎜e wi曲a correspo血d㎞g. 1ength should be carefbuy desigaed， because these. 1e㈱al㎝emaybetooabs晩。t竈0fe1e鵬耐町school. desig皿 decisions l＝nake a di価erence h the st岨dents’. st阻dents to  gi’asp， I皿tegrating these activities into. absoΨtioI11eve1as weu as曲e缶㎞t釘est血1ette肥伽d. so㎜ethi皿g they are akeady 虹ni1iar with，suc11as am. pronu11ciation of tbe −6耐el’s，Thes6 activities ar6 be廿er. E皿g1ish word伽ey have already Ieamed㎞the cIassmom，. received by曲e s伽dents if made less abs触。t測d. iS mOreθf睦CdVe．. ㎜蛇grated into c1assroom acdvi標es 曲ey are already.    The study also s110ws that the lellgth of the. 虹ni1iar with．Eas㎞g students i皿to these activities is also. 血structioI1can be sho村en6d w言thout compmmisi皿g th6. 血11por使㎜t，and thereibr6 in血。duci皿g these acllivities is. e価㏄t on phonologioaI aw欲eoess，but sho職n㎞g the−. we1トsuited for㎞stmctio皿at the upPer ele㎜eI吻W1evel，. instructioη  period  adverse1y  af胞。ts the  studen11s’. where im山1ction time is1ess con鮒a㎞ed伽如一ater on．. motiv8tio血and㎞teresし0ne class was exposed to釣ur.         主任指導教員   吉田 達弘             指導教員   吉岡 達弘. 舳iviti闘。wa3・mo舳perio4w肪1e此。伽rdass. 253.

(3)

参照

今ダウンロードする ( PDF - 2 ページ - 159.98 KB )

関連したドキュメント

The purpose of this paper is to study a class of ill-posed differential equations

Beyond proving existence, we can show that the solution given in Theorem 2.2 is of Laplace transform type, modulo an appropriate error, as shown in the next theorem..

大正大學研究紀要第一〇六輯236 外国語指導助手 (ALT) の在り方及び活用方法 英語圏と非英語圏出身の元外国語指導助手の視点からの一考察 天木勇樹 1 はじめに 1.1 研究の背景世界を舞台に活躍できるグローバル人材を育成することを目的として 2013 年に日本政府が公表した グローバル化に対応

I think that ALTs are an important part of English education in Japan as it not only allows Japanese students to hear and learn from a native-speaker of English, but it

Counterexamples to Platonov’s conjecture

Platonov conjectured, conversely, that finitely generated linear groups which are super- rigid must be of “arithmetic type.” We construct counterexamples to Platonov’s

「助動詞ラム」をめぐつて

The author is going to discuss on morphological and phonological properties of, in traditional Japanese study KOKUGOGAKU, so-called auxiliary verb RAMU and related some

TANGO “A Joy To Be Part Of…..”

From February 1 to 4, SOIS hosted over 49 students from 4 different schools for the annual, 2018 AISA Math Mania Competition and Leadership Conference.. Students from

and Perception of Study Abroad

The first research question of this study was to find if there were any differences in the motivational variables, ideal L2 self, ought-to L2 self, English learning experience

■ 授業情報/Course Information

[Learning Goals] Upon completion of the course students are expected to be able to:. Read and analyze