2003 Fiscal Year Final Research Report Summary
Comparative Studies of Primary English Education in Korea and Japan
| Project/Area Number |
13680340
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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 |
教科教育
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| Research Institution | NARASAHO COLLEGE |
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Principal Investigator |
YANASE Masako Narasaho College, Department of Preschool Education, Assistant Professor, 幼児教育科, 助教授 (20259550)
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| Co-Investigator(Kenkyū-buntansha) |
LEE Uunhee ソウルSegumjung小学校, 教員
HYOUN Seok?boon ソウルKeum?ok小学校, 教員
WONKEY Lee ソウル国立教育大学, 教授
YUNHEE Lee Seoul Segumjung Elementary school, Teacher
SEOK-BOON Hyoun Seoul Keum-ok elementary school, Teacher
LEE Wonkey Seoul National University of Education, English Education, Head
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| Project Period (FY) |
2001 – 2003
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| Keywords | Primary school English education / Comparative Studies of Korea and Japan / Creativity / Proficiency |
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| Research Abstract |
There were three Curriculum Reforms related to Korean English education. The first one was the 6th reform in which primary school English began. English education changed at all institutions by this reform from the old fashioned to the English for global communication. Primary school teachers had to take more than 120 hours in-service training a year under the government's leadership, because their policy was 'Koreans should teach Korean children.' The 7^<th> Curriculum followed the 6^<th> reform in that English should be communicative. 8th Reform will appear in 2005, when more native English teachers will be hired and more hours for reading and writing will be introduced into primary school for the balance of four skills. English education is carried out more than half of primary schools all over Japan, too, and in future it will he taught as a regular subject. Failures and successes in Korea are their good guidelines. And Japanese government seems to have already determined the direction of English education; towards global communication. This is surely a right step. But should English be only a tool for communication? My conclusion here is that language teaching including both Japanese and English should educate creativity and critical thinking which are the basic abilities for all the subjects. English in Japanese primary schools is now taught among 'Period for Integrated Study.' Each primary school makes its original lesson plans for the lesson. According to my questionnaire to Japanese primary school teachers, they thought the best English teaching materials are independent materials made by their own schools. It seems to me that Japanese teachers are creative and independent, which will greatly affect their students. However, these problems are so difficult that we cannot solve instantly. I will continue the comparative study between Korea and Japan to research more.
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