JGSS-2010による早期英語教育に関する意識調査

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1 JGSS-2010 A Study on Early English Education Using the Data of JGSS-2010 Junko Matsuzaki CARREIRA Department of Child Psychology Tokyo Future University This study examined attitudes towards early English education using a sample of 2,496 adults and explored how the learning of English before entering junior high school would be related to their English abilities and interests and hobbies associated with English. Firstly, over half of the respondents answered that English education should start before second grade and about 90% of them answered before entering junior high school. Furthermore, the results revealed that the learning of English education before entering junior high school was related to abilities of English conversation and English reading. Furthermore, necessities of English in hobbies and social things and watching movies, listening to music, and reading books in English were weakly related to the learning of English before entering junior high school. Key Words: JGSS, English education, elementary school JGSS JGSS 35

2 : : : JGSS Shizuka

3 Shizuka 2003 Takada2003 Takada Shizuka ,598 2, Benesse 2007a 3, Benesse 2007b 1 6 4, JGSS JGSS A JGSS ,500 A 37

4 2, , , Q

5 , Q (36.7) 150(63.3) 237(100.0) 30 95(23.8) 305(76.3) 400(100.0) 40 72(15.5) 393(84.5) 465(100.0) 50 31(6.9) 420(93.1) 451(100.0) 60 18(3.4) 515(96.6) 533(100.0) (2.5) 392(97.5) 402(100.0) 313(12.6) 2,175(87.4) 2,488(100.0) (df=5), p < γ

6 4 132(11.6) 1,006(88.4) 1,138(100.0) 181(13.4) 1,169(86.6) 1,350(100.0) 313(12.6) 2,175(87.4) 2,488(100.0) (df=1), p = γ (1.9) 27(8.6) 62(19.8) 146(46.6) 72(23.0) 313(100.0) 22(1.0) 51(2.3) 194(8.9) 741(34.1) 1,166(53.6) 2,174(100.0) 28(1.1) 78(3.1) 256(10.3) 887(35.7) 1,238(49.8) 2,487(100.0) (df = 4), p <.01 5 γ (1.9) 31(9.9) 119(38.0) 117(37.4) 40(12.8) 313(100.0) 16(0.7) 68(3.1) 359(16.5) 853(39.2) 878(40.4) 2,174(100.0) 22(0.9) 99(4.0) 478(19.2) 970(39.0) 918(36.9) 2,487(100.0) (df = 4), p <.01 6 γ

7 7 38(12.1) 63(20.1) 79(25.2) 86(27.5) 47(15.0) 313(100.0) 127(5.9) 227(10.5) 453(21.0) 657(30.4) 698(32.3) 2,162(100.0) 165(6.7) 290(11.7) 532(21.5) 743(30.0) 745(30.1) 2,475(100.0) (df = 4), p <.01 7 γ (59.7) 126(40.3) 313(100.0) 1,720(79.2) 452(20.8) 2,172(100.0) 1,907(76.7) 578(23.3) 2,485(100.0) (df = 1), p <.01 8 γ (38.0) 51(21.5) 29(12.2) 31(13.1) 36(15.2) 237(100.0) (34.6) 111(27.8) 60(15.0) 51(12.8) 39 (9.8) 399(100.0) (28.8) 127(27.3) 82(17.6) 80(17.2) 43 (9.2) 466(100.0) (33.6) 121(27.1) 63(14.1) 58(13.0) 55(12.3) 447(100.0) (23.7) 143(27.1) 120(22.8) 85(16.1) 54(10.2) 527(100.0) (22.0) 112(28.6) 76(19.4) 62(15.9) 55(14.1) 391(100.0) 723(29.3) 665(27.0) 430(17.4) 367(14.9) 282(11.4) 2,467(100.0) (df = 20), p <.01 41

8 9 γ (26.8) 288(25.4) 190(16.7) 184(16.2) 169(14.9) 1,136(100.0) 418(31.4) 377(28.3) 240(18.0) 183(13.7) 113(8.5) 1,331(100.0) 723(29.3) 665(27.0) 430(17.4) 367(14.9) 282(11.4) 2,467(100.0) (df = 4), p < γ (50.0) 4(14.3) 3(10.7) 3(10.7) 4(14.3) 28(100.0) 26(33.3) 15(19.2) 6(7.7) 12(15.4) 19(24.4) 78(100.0) 80(31.4) 67(26.3) 35(13.7) 43(16.9) 30(11.8) 255(100.0) 268(30.2) 253(28.6) 154(17.4) 131(14.8) 80(9.0) 886(100.0) 335(27.5) 326(26.7) 232(19.0) 178(14.6) 149(12.2) 1,220(100.0) 723(29.3) 665(27.0) 430(17.4) 367(14.9) 282(11.4) 2,467(100.0) (df = 16), p < γ

9 (59.1) 4(18.2) 0(0.0) 3(13.6) 2(9.1) 22(100.0) 28(28.3) 18(18.2) 9(9.1) 21(21.2) 23(23.2) 99(100.0) 151(31.6) 136(28.5) 80(16.7) 68(14.2) 43(9.0) 478(100.0) 282(29.1) 272(28.1) 164(16.9) 152(15.7) 99(10.2) 969(100.0) 249(27.7) 235(26.1) 177(19.7) 123(13.7) 115(12.8) 899(100.0) 723(29.3) 665(27.0) 430(17.4) 367(14.9) 282(11.4) 2,467(100.0) (df = 16), p < γ (39.7) 92(29.5) 38(12.2) 30(9.6) 28(9.0) 312(100.0) 596(27.9) 570(26.6) 388(18.1) 334(15.6) 252(11.8) 2,140(100.0) 720(29.4) 662(27.0) 426(17.4) 364(14.8) 280(11.4) 2,452(100.0) (df = 4), p < γ Benesse 2007b

10 Benesse 2007a, 2007b Benesse Shizuka Shizuka

11 Acknowledgement General Social SurveysJGSS JGSS Benesse, 2007a, 1 (11.1.7) Benesse, 2007b, 1 (11.1.7), , JASTEC27: , 2006, ,. Shizuka,T., 2007, Effects of learning English in elementary school days, on the proficiency of and the attitudes towards, the language in high school years (), JACET Journal, 45: Takada,T., 2003, Learner characteristics of early starters and late starters of English language learning: Anxiety, motivation and aptitude, JALT Journal, 25, 5-30., 2003, JASTEC22:

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