2011 Fiscal Year Final Research Report
An empirical study of English teachers' instructional skills and practices-Implications from comparisons with Japan, Korea, and Taiwan.
| Project/Area Number |
20320088
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Ryukoku University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
WAKITA Hirofumi 龍谷大学, 国際文化学部, 教授 (40352934)
CHAPPLE Julian 龍谷大学, 国際文化学部, 准教授 (60411279)
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| Co-Investigator(Renkei-kenkyūsha) |
TAKAKUWA Mitsunori 明治学院大学, 教養教育センター, 准教授 (40350277)
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| Project Period (FY) |
2008 – 2011
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| Keywords | 小学校 / 外国語活動 / 教員養成 / 外国語教育政策 / 外国語としての英語 / コミュニケーション / 韓国 / 台湾 |
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| Research Abstract |
Elementary school teachers, who are not necessarily specialists of teaching English, can function as role models for students in terms of fostering their positive attitudes towards communicating in English. In classes where oral communication is excessively emphasized, however, many teachers find it difficult to maintain their students' interest in learning foreign languages and about other cultures. Implications from comparisons of English education in Korea and Taiwan suggest that the instructional skills and practices required of elementary school foreign language activity teachers include the ability to develop teaching methods and utilize materials that enable oracy and literacy to complement each other, according to their students' developmental stage.
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