On the influence of English course of the attached junior high school of Tokyu higher normal school on English education in Japan.

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02810
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: University of Yamanashi
• Principal Investigator: FURUYA Takao 山梨大学, 大学院総合研究部, 教授 (30238696)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 東京高等師範学校附属中学校 / 新教授法 / 福島メソッド / 教育実習 / 中等教育研究 / 英語教授法

Outline of Final Research Achievements

I would like to point out some of the results of this research. First of all, Tokyo Higher Normal School was almost the only secondary teacher training institution before the World war Ⅱ, but even in English, it was the attached junior high school that provided the most important educational opportunity including teaching methods for students to train in their educational practice whose main educational method was the oral method, which was an oral centered English education. This reserch was also revealed that its junior high schools had a great influence on the English education world in terms of producing students with oral communication teaching skills. Next, graduates of Tokyo Higher Normal School possessed high English proficiency and oral English instruction skills, practiced oral-centered English education in several regions, and spread the method throughout the country. Representative of these were the Fukushima Method and the Shonan Method.

Free Research Field

English language education research

Academic Significance and Societal Importance of the Research Achievements

研究成果の学術的意義としては、H.E.Palmerが考案したオーラルメソッドが東京高等師範学校附属中学校の教育実践の中でさらに改善され、日本の代表的なオーラル主体の英語教育の方法となり、中等教育の英語教員の養成に如何に貢献したか明らかになったこと、また、附属中学校の英語教員が『中等教育研究』という研究誌の中で自己の英語教育の研究成果を発表し、その成果が附属中学校で活かされ、日本の英語教育界にも影響を与えたことが明らかにされたことがある。社会的意義としては、現在課題となっている英語のオーラルコミュニケーションの指導方法の原型が明らかになり、その原理として何が重要であるかが再確認されたことである。