A Quantitative and Qualitative Research on the Long-Term Effectiveness of Early English Language Instruction
| Project/Area Number |
23520769
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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 | Kyoto Sangyo University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
HUBERT Russell 京都産業大学, 文化学部, 准教授 (90411016)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
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| Keywords | 早期英語教育 / 小学校英語活動 / 長期的効果 / 量的研究 / 質的研究 / 臨界期 |
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| Research Abstract |
The study was conducted by employing both quantitative and qualitative methods for several years at the same public junior high school to investigate on the long-term effectiveness of primary school English activities. The 2012 grade seven students, who received primary English instruction earliest from their grade one (in total 130hours), were expected to achieve highest test scores. However, they were outperformed by the 2009 grade 7 students, who started English from their grade four (in total 90 hours) in all aspects of the tests. This result suggests given lowering the starting grade of English instruction, it does not contribute the betterment of English skills of junior high school students because of the limited English class hours. As for the motivational scores, they did not change overtime. In a semi-structured interview, junior high students often referred to primary school English activities as fun, however they did not remember well what they did.
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Report
(4 results)
Research Products
(27 results)
