Developing a practical framework for designing a consecutive writing syllabus for junior high and high schools
| Project/Area Number |
23520662
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | University of Tsukuba |
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Principal Investigator |
KUBOTA Akira 筑波大学, 人文社会系, 教授 (30205132)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | ライティング / タスク / 教科書 / 中高連携 / 国際情報交換 / イギリス / 中学校 / 高校 / シラバス / 国際情報交流 |
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| Outline of Final Research Achievements |
The aim of this research is to develop a framework for syllabus design in terms of an effective linkage of English writing instructions between junior high and high schools in Japan. The data was gathered and analyzed from the following two viewpoints: (a) The form and function of writing tasks in junior high and high school authorized English textbooks, (b) Comparisons of essays written by junior high and high school students. The results show that the ratio of guided writing in the textbooks is still not high enough to bridge the gap between controlled writing and essay writing. The difference in coherence of essay writing between the two groups of students was also confirmed through topical structure analysis.
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Report
(5 results)
Research Products
(4 results)
