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第67巻(2018) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/11774

Title: 英語教育における流暢さと即興力の育成 ── 中学生の話すことにおける意識の一考察 ──
Other Titles: The Development of Fluency and Impromptu Skill in English Education: A Study of Junior High School Students’ Awareness
Authors: 上原, 景子
UEHARA, Keiko
ウエハラ, ケイコ
山田, 敏幸
YAMADA, Toshiyuki
ヤマダ, トシユキ
フーゲンブーム, レイモンド B.
HOOGENBOOM, Raymond B.
遠藤, 直哉
ENDO, Naoya
エンドウ, ナオヤ
Issue Date: 31-Jan-2018
Publisher: 群馬大学教育学部
Citation: 群馬大学教育学部紀要. 人文・社会科学編. 2018, 67, p.177-196
Abstract: The major goals of this study are to examine junior high school students’ awareness of fluency and impromptu skill in terms of speaking in English as a Foreign Language (hereafter, EFL) and to consider what to do, by way of future research and creation of daily lessons, in order to raise awareness and to develop their practical speaking abilities. Recent Japanese EFL education (see MEXT 2017a-e) emphasizes that developing learners’ fluency and impromptu skill is particularly important. This is because traditional Japanese EFL education has focused on acquisition of grammar, drawing learners’ attention to individual forms rather than to meaning. Problematic outcomes of such an approach are tendencies for learners to comprehend texts/utterances in a heavy bottom-up manner and to refrain from speaking/writing without confirming that what they are about to say/write is grammatically correct. In this study, 419 junior high school students in 1st to 3rd grades responded to a short paper-and-pencil questionnaire that examined their awareness of fluency and impromptu skill in EFL speaking. Results of analyses showed a significant difference in awareness of impromptu skill between 1st and 2nd grades and between 1st and 3rd grades, whereas no significant differences were found in awareness of fluency between these three grades. Moreover, results of analyses showed no correlation between 1st graders’ mid-term/ final exam scores and their awareness of fluency/impromptu skill, but showed a correlation between 2nd graders’ final exam scores and their awareness of fluency and between 2nd graders’ final exam scores and their awareness of impromptu skill. Based on this and other information obtained in the study, we consider issues for future research and creation of classroom activities that develop fluency and impromptu skill in Japanese EFL education.
URI: http://hdl.handle.net/10087/11774
ISSN: 0386-4294
Appears in Collections:第67巻(2018)

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