早期英語教育における諸問題とその展望

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ときなえいさか
5 years ago
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1 Since April, all public elementary schools started using a new Course of Study authorized by the Ministry of Education, Culture, Sports, Science and Technology, which allowed the implementation of English teaching as an option to international understanding in the public school system in Japan. Therefore, it is about time that teachers and teacher trainers gained knowledge about language acquisition and learning, considering the developmental appropriateness of children, as well as the practical techniques for teaching children English. This will enable elementary school teachers to broaden their options to make efficient use of the Period for Integrated Study in order to motivate and interest their students to learn. This paper will provide some insights for teaching English as a Foreign Language (EFL) to children in Japan and its issues. Included are three main parts; ) the view of teaching English in elementary schools under the Japanese educational reform of and its issues, ) the differences between English as a Second Language (ESL) and EFL, and ) language acquisition and learning in relation to learners age, based on the theoretical framework.

2 Mar,,

3 English as a Foreign Language-EFL English as a Second Language - ESL :, IT Information Technology

4 Mar ALT Assistant Language Teacher ALT ALT ALT ALT ALT ALT ALT TESOL Teaching English to Speakers of Other Languages

5 EFL English as a Foreign Language ESL English as a Second Language ESL ESL EFL ESL ESL EFL ESL Spolsky Penfield & Roberts Lenneberg Lenneberg

6 Mar Asher & Garcia Payne Lenneberg Critical Period Hypothesis Lamendella Larsen-Freeman & Long Hartnett Hartnett Curtain & Pesola Landry Krashen, Long & Scarcella Larsen-Freeman Long As revealed by long-term studies, younger is better in the most crucial area, ultimate attainment, with only quite young (child) starters being able to achieve accent-free, native-like performance in a SL. As revealed by short-term studies, older learners are at an advantage in rate of acquisition (adults faster than children, and older children faster than younger children). (Larsen-Freeman & Long, : )

7 Seliger Scovel J. Piaget Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Sensorimotor stage Mommy House pretty. Preoperational stage

8 Mar Piaget Concrete operational stage Formal operational stage Curtain & Pesola, ; Fogel,, Curtain & PesolaPiaget Piaget Curtain & Pesola

9 Curtain & Pesola, Piaget Curtain & Pesola Piaget Richard-Amato Curtain & Pesola Guiora Guiora, et al., Guiora

10 Mar Guiora Brown, Brown Schumann Curran children acquire second languages more easily than adults because they are less threatened by the sounds of the new language and because they are willing to depend on others for support in learning. The adult, on the other hand, has acquired a basic security in his own language and is not ordinarily threatened by rejection when he speaks it. But when he attempts to communicate in the new language his normal linguistic securities are undermined, and he finds himself in a dependent state which he may resist. (Schumann, : ) GardnerSocio-educational Model Integrative Motivation Integrativeness Attitude toward the Learning Situation Motivation Gardner Gardner, Gardner Macnamara Brown Macnamara

11 Spolsky, EFL Spolsky, : Teaching is learning

12 Mar LT

13 Marinova-Todd, et al. GardnerSocio-educational Model effort desire positive affect Integrativeness Gardner Asher, J. & Garcia, R. (). The optimal age to learn a foreign language. Modern Language Journal, : -. Brown, D. H. (). Principles of language learning and teaching. ( rd ed.). New Jersey: Prentice Hall Regents Englewood Cliffs. Curran, C. (). Counseling skills adapted to the learning of foreign languages. Bulletin of the Menninger Clinic, : -. Curtain, H. & Pesola, C. (). Language and children: Making the match. ( nd ed.). New York: Longman. Fogel, A. (). Infancy: Infant, family, and society. ( nd ed.). St. Paul: West Publishing Company. Gardner, C. R. (). Integrative motivation and second language learning: Practical issues. Journal of Foreign Language Education and Research, Institute of Foreign Language Education and Research, Kanasai University, : -. Graham, C. R. (). Jazz chants. New York: Oxford University. Guiora, A. Z., Brannon, R. C. & Dull, C. Y. (). Empathy and second language learning. Language Learning, : -. Hartnett, D. (). The relation of cognitive style and hemisphere preference to deductive and inductive second language learning. Unpublished MA thesis, University of California at Los Angeles.. KTC. Krashen, S., Long, M. & Scarcella, R. (). Age, rate, and eventual attainment in second language acquisition. TESOL Quarterly, : -. Lamendella, J. (). General principles of neurofunctional organization and their manifestation in primary and nonprimary language acquisition. Language Learning, : -. Landry, R. G. (, October). The enhancement of figural creativity through second language learning at the elementary school level. Foreign Language Annals, ( ): -. Larsen-Freeman, D. & Long, M. H. (). An introduction to second language acquisition research. London: Longman.

14 Mar Lenneberg, E. (). Biological foundations of language. New York: John Wiley. Macnamara, J. (). The cognitive strategies of language learning. In J. Oller & J. Richards (Eds.), Focus on the learner: Pragmatic perspectives for the language teacher. Rowley, MA: Newbury House. Macnamara, J. (). Comparison between first and second language learning. Working Papers on Bilingualism, : -. Marinova-Todd, S. H., Marshall, D. B. & Snow, C. E. (). Three misconceptions about age and L learning. TESOL Quarterly, ( ): -. Payne, A. (). Factors controlling the acquisition of the Philadelphia dialect by out-of-state children. In W. Labov (Ed.), Locating language in time and space (pp. - ). New York: Academic Press. Penfield, W. & Roberts, L. (). Speech and brain mechanisms. New York: Atheneum Press. Richard-Amato, P. A. (). Making it happen: Interaction in the second language classroom. New York: Longman. Schumann, J. (). Affective factors and the problem of age in second language acquisition. Language Learning, ( ): -. Scovel, T. (). A time to speak: A psycholinguistic inquiry into the critical period for human speech. New York: Newbury House / Harper & Row. Seliger, H. (). Implications of a multiple critical periods hypothesis for second language learning. In W. Ritchie (Ed.), Second language acquisition research (pp. - ). New York: Academic Press. Spolsky, B. (). Conditions for second language learning. Oxford: Oxford University Press.. No.. ( )

糸井5)

糸井5) Student s Beliefs about English Learning Emi ITOI 3. Some languages are easier to learn than others. 4. The language I am currently studying is: 1) a very difficult language 2) a difficult language 3)