Long-Term Effectiveness of English Language Learning in Elementary Schools
| Project/Area Number |
19520530
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Setsunan University |
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Principal Investigator |
UEMATSU Shigeo Setsunan University, 文化学部, 教授 (40288965)
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| Co-Investigator(Kenkyū-buntansha) |
SATOI Hisaki 摂南大学, 外国語学部, 准教授 (70388643)
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| Project Period (FY) |
2007 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2009: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2008: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2007: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 英語特区 / 早期英語教育 / 小学校英語教育活動 / 英語教育 / 小中一貫授業 / 小中一貫英語教育 / 台湾の英語教育 |
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| Research Abstract |
This study investigated the effect of the starting age of English language teaching at elementary school (ELTES) on students' subsequent English skill development and their attitudinal changes at a junior high school. The analyses of data obtained from 2007 through 2009 academic year revealed that as the starting age of ELTES lowered, hence the amount of ELTES increased, grade 1 students' English proficiency test scores generally improved, especially in listening test. The results of the speaking test conducted only in grade 2 showed that the score improved by a statistically significant degree each year, as the starting age lowered. However, few differences were detected in their attitudinal domain over the years.
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Report
(6 results)
Research Products
(47 results)
