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Effective Teaching and Efficient Learning in English Language Education at School in Japan: The Grammatical-Illusion Turn
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The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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Frequently Observed Grammatical Errors of Japanese EFL Learners: Their Theoretical Implications
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A Preliminary Study on Why Second Language Learners Accept Ungrammatical Sentences: Its Theoretical Implications
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The Development of Fluency and Impromptu Skill in English Education: A Study of Junior High School Students’ Awareness ; 英語教育における流暢さと即興力の育成 ── 中学生の話すことにおける意識の一考察 ──
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上原, 景子; UEHARA, Keiko; ウエハラ, ケイコ; 山田, 敏幸; YAMADA, Toshiyuki; ヤマダ, トシユキ; フーゲンブーム, レイモンド B.; HOOGENBOOM, Raymond B.; 遠藤, 直哉; ENDO, Naoya; エンドウ, ナオヤ. - : 群馬大学教育学部, 2018
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Abstract:
The major goals of this study are to examine junior high school students’ awareness of fluency and impromptu skill in terms of speaking in English as a Foreign Language (hereafter, EFL) and to consider what to do, by way of future research and creation of daily lessons, in order to raise awareness and to develop their practical speaking abilities. Recent Japanese EFL education (see MEXT 2017a-e) emphasizes that developing learners’ fluency and impromptu skill is particularly important. This is because traditional Japanese EFL education has focused on acquisition of grammar, drawing learners’ attention to individual forms rather than to meaning. Problematic outcomes of such an approach are tendencies for learners to comprehend texts/utterances in a heavy bottom-up manner and to refrain from speaking/writing without confirming that what they are about to say/write is grammatically correct. In this study, 419 junior high school students in 1st to 3rd grades responded to a short paper-and-pencil questionnaire that examined their awareness of fluency and impromptu skill in EFL speaking. Results of analyses showed a significant difference in awareness of impromptu skill between 1st and 2nd grades and between 1st and 3rd grades, whereas no significant differences were found in awareness of fluency between these three grades. Moreover, results of analyses showed no correlation between 1st graders’ mid-term/ final exam scores and their awareness of fluency/impromptu skill, but showed a correlation between 2nd graders’ final exam scores and their awareness of fluency and between 2nd graders’ final exam scores and their awareness of impromptu skill. Based on this and other information obtained in the study, we consider issues for future research and creation of classroom activities that develop fluency and impromptu skill in Japanese EFL education.
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URL: http://hdl.handle.net/10087/11774
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Knowledge Cycle among Theoretical Linguistics, Psycho-linguistics, and Foreign-language Learning: Its Theoretical Implications
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Linguistic Theory Evaluation and Comparison Based on a Universal Database of Ungrammatical Sentences: The Framework
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