Long-term effects of Learning English Experiences from Japanese Prim
This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a
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Long-term effects of Learning English Experiences from Japanese Primary Schools
Long-term effects of Learning English
Shigeo Uematsu
Long-term effects of Learning English Experiences from Japanese Primary Schools
Shigeo Uematsu Graduate School of Foreign Language Kyoto Sangyo University Kyoto, Japan
ISBN 978-981-287-492-4 ISBN 978-981-287-493-1 DOI 10.1007/978-981-287-493-1
(eBook)
Library of Congress Control Number: 2015936037 Springer Singapore Heidelberg New York Dordrecht London © Springer Science+Business Media Singapore 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media Singapore Pte Ltd. is part of Springer Science+Business Media (www.springer.com)
Preface
Chapter 1, Introduction, starts with the summary and the background of this study. It describes how Japan’s concept of the current English learning in elementary school (hereafter, ELES) was initiated more than a couple of decades ago and how it is presently being implemented with a special focus on the city where this research took place, and where Japanese ELES will be heading, providing the reader with some basic research information in this area. Chapter 2, Literature Review, is organized into seven sections. It starts with a review of the studies in which the effects of foreign language instruction in elementary school settings worldwide were examined. Second, Japanese studies focusing on the subsequent proficiency development of those students who studied English in elementary school are reviewed. Third, Japanese studies focusing on the transformation of the ELES-experienced students’ motivation and attitudes are examined. Fourth, other Japanese ELES studies of curriculum evaluation are reviewed. Fifth, the purposes of this study are stated. Sixth, the gaps in the literature are examined. Seventh, the research questions and hypotheses of the study are presented. Chapters 3, 4, 5, and 6, Research, deal with the following: In Chap. 3, the m
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