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129© Springer Science+Business Media Singapore 2015 S. Uematsu, Long-term effects of Learning English, DOI 10.1007/978-981-287-493-1

Appendices

Appendix A: JACE Sample Test Excerpt (Level 1) Part 1: Listening (リスニング) (16 Question Items)

< Section 1: 10 Items > これから聞く英文の受け答えとして、もっとも適切なものを1 - 3 から選び

なさい。なお英文は2回放送されます。 (Listen to the tape twice and choose the most appropriate answer from 1 to 3.)

(1)

1. Oh, thank you. 2. No, I don’t. 3. It’s not good.

(2)

1. Sure. See you then. 2. Very well. Thank you. 3. That’s OK. Don’t worry about it.

< Section 2: 6 Items > これから聞く英文の内容を、もっとも表しているものを1 - 3 のイラストか

ら選びなさい。なお英文は2回放送されます。 (Listen to the tape twice and choose the most appropriate picture from 1 to 3.)

130

(11)

(15)

Part 2: Vocabulary and Grammar (語い・文法) (15 Minutes, 20 Question Items)

< Section 1: 8 Items > このセクションには、空所を含んだ英文があります。空所に入る最も適切

なものを、1 - 4 からひとつ選びなさい。

(Choose the most appropriate word from 1 to 4 to complete the sentence.) (1) “Is that your ()?”

“Yes, she’s my mother’s sister.”

1. aunt 2. daughter 3. grandmother 4. sister

(6) “When is your ()?” “It’s August 24.”

1. time 2. week 3. year 4. birthday

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< Section 2: 4 Items > 日本文の意味を表すように、( ) の中の1から4までを並べかえ英文を完

成させなさい。そのとき、1番目と3番目にくるもっとも適切な組み合

わせを、1 – 4 からひとつ選びなさい。ただし、( ) の中では、文のは

じめにくる語も小文字になっています。 (When you translate the Japanese sentence into English using the English words in

parentheses, choose the words that appear in the fi rst and third positions in the sentence.)

(9) 私はテニスのファンです。 (1. am 2. Tennis 3. A 4. I) fan.

1. 4–1 2. 4–3 3. 4–2 4. 4–3

(11) あなたは昨晩、英語を勉強しましたか。 (1. study 2. did 3. you 4. English) last night.

1. 4–1 2. 4–3 3. 4–2 4. 4–3

< Section 3: 8 Items > 次の英文を読み、( ) の中に入るもっとも適切な語句を、それぞれの

1 - 4 からひとつ選びなさい。 (Read the following sentences and choose the most appropriate word to fi ll in each

blank from 1 to 4.)

Hello. My name is Ito Takashi. I am from Hachioji. It is a very large city in Tokyo. There (13) some beautiful parks in our city. Many people visit the parks on weekends.

I have a good friend. (14) name is Koji. (15) is a baseball fan. I like baseball too. We play base ball every day. But yesterday, I (16). I (17) math and English yesterday.

I have (18). They are high school students. Look at this picture. This is my younger sister, Yumi. She (19) the piano. She (20) the piano very well

(14) 1. He 2. His 3. Him 4. She (15) 1. He 2. His 3. Him 4. Her (16) 1. am not 2. don’t 3. didn’t 4. was not (17) 1. study 2. studies 3. am studying 4. studied (18) 1. two sisters 2. a two sister 3. is play 4. is playing (19) 1. am 2. is 3. are 4. was (20) 1. play 2. can play 3. is play 4. is

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Part 3: Reading (読解) (15 Minutes, 9 Question Items)

< Section 1: 4 Items > 次のイラストの内容を表している英文として、もっとも適切なものを1 - 4

からひとつ選びなさい。 (From choices 1–4, choose the most appropriate English sentence that describes the

picture.)

(1)

1. You can buy a ticket. 2. You can play the card. 3. You can watch a movie. 4. You can eat something here.

(3)

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133

1. Please take a bus here. 2. Please take a taxi here. 3. Please don’t stay here. 4. Please don’t play baseball.

< Section 2: 2 Items > 次の英文をよく読み、2種類の問いに答えます。それぞれもっとも適切な

ものを1 – 4からひとつ選びなさい。 (Read the following sentence and answer the two questions by choosing the best

answer.)

Yesterday was Mother’s Day. My brother wrote a card. It had a picture of a cute dog. I gave a present with a small card to our mother. Our mother said, “Thank you very much for your cards and beautiful fl owers.” Then Father took us out for lunch.

(注) cute : かわいい　 gave : ~をあげた

(6) What was the present?

1. Cards 2. Flowers 3. A dog 4. A picture

< Section 3: 3 Items > 次の英文で書かれた掲示をよく読み、あとに続く対話文を完成させま

す。( ) の中に入るもっとも適切なものをそれぞれ1 – 4からひとつ選

びなさい。 (Read the English announcement carefully and complete the following conversa-

tions by choosing the best answer from 1 to 4.)

Let’s Study Japanese!

Free Japanese language classes for non-Japanese Fees: Free of charge except a cost of 2,625 yen for textbook Place: Study Room 6 and Study Room 7, 11 F, Create Hall Days and Time: 10:00–12:00 a.m. on April 11, 18, 25, May 9,

16, 23, 30, June 6, 13, 20, 27 (Fridays) 7:00–9:00 p.m. on April 10, 17, 24, May 8, 15, 22, 29, June 5, 12, 19, 26 (Thursdays)

More information: Central Public Hall Tel: 48–2232

A: When do the class start? B: They start on (7). A: How many classes are there on Thursdays? B: (8) classes. A: What time do the classes start on Fridays? B: At (9)

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134

(7) 1. April 10 2. April 11 3. July 26 4. July 27 (8) 1. 9 2. 10 3. 11 4. 12 (9) 1. 10:00 a.m. 2. 12:00 a.m. 3. 7:00 p.m. 4. 9:00 p.m.

Appendix B: Oral Interview Tests for Grade 7 Students (English Version)

Instructions: (Originally Conducted in Japanese: Translated Version )

Now we would like to start to interview you. First, I am going to ask you some basic questions in English. Then, we will give you a picture and ask you several ques-tions regarding the picture. Lastly, I will ask you to make your story based on the picture. Any story will be okay. Now we switch into English. Make yourself relaxed and speak up please so that we can get you clearly (see Appendix E).

Part I Conversation Hello, please come in and have a seat. Good morning. My name is (Shigeo Uematsu), nice to meet you. Q1) What’s your name? Q2) Where do you live? Q3) How old are you? Q4) What is your hobby?

Part II Storytelling Please look at the picture on your table. Q) Please tell me what they do in this picture. Please look at the picture on your table.

Q1) How many people are there? (Four) Q2) Are there dogs? (Yes) Q3) What do they do? (Sit/drink/talk/look/map/rest) Q4) What is the fruit of the tree? (Apple)

Thank you very much. Have a nice day!

(Hopeful examples of expressions drawn from the picture) Hello. How are you? Nice to meet you. Can I help you? What do you do? This is for you. Thank you so much.

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135

Appendix C: Oral Interview Storytelling Picture for Grade 7 Students

Appendix D: Oral Interview Test for Grade 8 Students (English Version)

Instructions (same as in the Level 1 test)

Part I Conversation Hello, please come in and have a seat. Good morning. My name is (Shigeo Uematsu), nice to meet you. Q1. What’s your name? Q2. Where do you live? Q3. When did you get up this morning? Q4. Does your homeroom teacher play tennis?

Part II Storytelling Please look at the picture on your table. Q) Please tell me what they do in this picture.

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136

Part III Questions Please look at the picture on your table.

Q1. How many people are there? (Five) Q2. Who is sitting on the chair? (An old woman) Q3. Where is the woman with a cap standing? (At the service counter) Q4. What is the color of the fl ower on the table? (Pink/red)

Thank you very much. Have a nice day!

(イラストから引き出させたい表現) Could you do me a favor? Sure. What can I do for you? Sorry, I’m busy today. Give me something to eat/drink. Where can I get fl owers?

Appendix E: Oral Interview Storytelling Picture for Grade 8 Students

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137

Appendix F: Classroom Notice of the Oral Interview (English Version)

The oral interview will take place as follows:

1. You come into the interview room and take a seat. 2. First, you will hear the general instructions in Japanese, and then the actual

interview starts in English. 3. The interviewer will introduce himself and ask you some basic questions. Please

make yourself relaxed and answer. Then the interviewer might ask about yourself and your homeroom teacher.

4. Next, the interviewer will give you a picture. He will ask you about four questions based on the picture. Look at the picture and answer the questions. The fi fth question is storytelling. Please feel free to make any story based on the picture given. You are encouraged to become one of the characters in the story and then tell your story.

5. That’s the end of the interview. You can leave the room. It takes approximately 5 min to complete the interview.

Appendix G: Classroom Notice of the Oral Interview (Japanese Version)

教室における指示:面接試験は、以下のような流れで行われます。

1. 入室、着席 2. 始めにこれから行う内容を日本語で確認します。このあとは全て英語

のやり取りになります。 3. 次に簡単な英語でのやり取りを行います。リラックスして答えて下さ

い。挨拶、こちらの紹介のあと、あなたのことや、担任の先生のこと

などを聞きます。 4. 次にイラストを渡します。これに関して4問程度英語でかんたんな質問

をしますので、イラストを見ながらリラックスして英語で答えて下さ

い。5問目はイラストを見て英語で「何をしているのか」説明をしても

らう問題です。登場人物になったつもりで会話を続けましょう。 5. 以上で終わりです。退室していただきます。(約5分)

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138

Appendix H: Oral Interview Evaluation Sheet

Conversation Storytelling Q 1

Q 2

Q 3

Q 4

Conver-sation Q3

Attitudes toward communi-cation and willingness to commu-nicate

Fluency Intonation Rhythm Pronun-ciation

Vocabulary Grammar Word usage

Attitudes toward communi-cation and willingness to commu-nicate

Fluency Intonation Rhythm Pronun-ciation

Vocabulary Grammar Word usage

5 Excellent

4 Good

3 Acceptable

2 Not Good

1 Poor

Score

Data ID 1 2 3 4 5 6 7 8 9 10

Appendix I: Motivation and Attitudes Toward Learning English Questionnaire (English Version)

This questionnaire asks how you feel about learning English. This has nothing to do with your grade. Please read the instruction carefully and relax yourself. Please answer exactly the way you feel. Please use the mark sensing card when you answer.

Directions

1. Please fi ll in your grade, class, and six-digit number (e.g., 020603).

2. Please fi ll in your name next to the digits. 3. There are 30 questions. Please use an HB pencil.

Part I. Choose the correct answer. 1 Sex

A Male B Female 2 Have you lived abroad?

A Yes B No 3 If you chose “A” for question 2, how long did you stay there?

A Less than 1 month

B Less than 6 months

C About 1 year

D 1 to 3 years E Longer than 3 years

4 If you chose “A” for question 2, where did you live? A An English-speaking country like the USA B A non-English-speaking country like China

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139

5 Prior to entering junior high school, when did you start learning English at school? A Never B Grade 6 C Grade 5 D Grade 4 E Grade 3 or earlier

6 Prior to entering junior high school, when did you start studying English at a private school or institution? A Never B Grade 6 C Grade 5 D Grade 4 E Grade 3 or earlier

7 In question 6, if you choose a response other than “never,” how often did you study? A Once or twice a month

B Once a week C Twice a week

D Three times a week

E More than three times a week

Part II. Choose one answer from A through E that represents your feeling best.

A: Strongly disagree B: Disagree C: Can’t say which D: Agree E: Strongly agree

8. I study English because a better command of English will be necessary to suc-ceed in the international community.

9. I study English because if my English is good, that will make favorable impres-sions on others.

10. I study English because I want to be able to understand English conversations better.

11. I study English because it will be useful for the entrance exams and the job hunting.

12. I try to be exposed to English culture through TV, fi lms, and the Internet. 13. I want to learn more foreign languages other than English. 14. I like English classes and English activities. 15. I would like to continue to learn English. 16. I try to improve my English skill by listening to English conversations and read-

ing English books. 17. I try to guess the meaning of unknown words and expressions in English

through the context. 18. I study English harder than other subjects. 19. Through learning English, I came to feel I gained the acceptance of others

around me. 20. Through learning English, I came to understand the good points of others. 21. Through learning English, I came to understand my own good points. 22. Through learning English, I came to listen to teachers and others in the class-

room more carefully. 23. Through learning English, I came to learn to respect others. 24. Through learning English, I came to be interested in Japan and its culture. 25. Through learning English, I came to be interested in foreign countries and their

cultures. 26. Through learning English, I’d like to live with foreigners more closely. 27. Through learning English, I came to feel it necessary to understand foreigners’

ideas and cultures. 28. Through learning English, I came to feel it necessary to show foreigners more

about Japanese people and their culture.

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140

29. Through learning English, I’d like to have more communication with foreign people.

30. Through learning English, I got a broader point of view of my life.

Thank you for your time and courtesy in responding to the questionnaire.

Appendix J: Motivation and Attitudes Toward Learning English Questionnaire (Japanese Version)

英語に関するアンケート

これは皆さんがどんな気持ちで英語を学んでいるかについての調査です。

成績とは一切関係ありませんので、質問をよく読み、リラックスして

そのままの気持ちを回答してください。なお回答はすべてマークシー

ト用紙に記入して下さい。マークカードの記入方法

1. 左上の「学籍番号」欄には、学年、クラス・出席番号を6桁の数字で記

入し、0も忘れずに下をマークしてください。

(例)　020603(2年6組3番の場合)

2. その右横の「学科　専攻」欄には何も記入しなくて結構です。 3. その右横の「年」欄には学年を記入してください。

(例)　2　(2年生の場合)

4. その右横の「氏名」欄には氏名を漢字で記入してください。

(例)　山田　太郎

5. 質問は全部で30問です。マーク欄の AからEのあてはまる箇所に濃くえ

んぴつでマークしてください。

FからJのマーク欄は一切使用しません。31番以降のマークも一切使用しま

せん。

パートI　　以下の項目に該当するものを選び、マークシートに記入して

ください。

1 性別 A 男 B 女

2 海外居住・滞在経験 A ある B ない

3 2 で「A ある」と答えた人は、どれぐらいの期間滞在しましたか。 A 1ヶ月以内 B 半年以内 C 1年くらい D 1年から3年 E 3年以上

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141

4 2で「A ある」と答えた人は、どのような国に滞在しましたか。 A アメリカなどの英語圏の国 B 中国などの英語以外の言語が使われている国 (C以降のマークはありません)

5 中学校入学以前に、小学校で英語を何年生のときから学び始めましたか。 A ない B 6年生 C 5年生 D 4年生 E 3年生以前

6 中学校入学以前に、塾・英会話教室で英語を何年生のときから学び始めましたか。 A ない B 6年生 C 5年生 D 4年生 E 3年生以前

7 6で「ある」に回答した人は、どれぐらいの頻度で学びましたか。 A 月1・2回 B 週1回 C 週2回 D 週3回以上 E それ以上

パートII　　これからの質問には、該当する答えを下のA ~ Eから選び、マークシートに記入してください。

A:全くそう思わない B:そう思わない C:どちらとも言えない D:そう思う E:強くそう思う

8 英語を学習するのは、これからの国際社会で成功するため英語力がますます必要になると思うからだ。

9 英語を学習するのは、英語ができると他の人によい印象を与えるからだ。 10 英語を学習するのは、英会話がもっとがわかるようになりたいからだ。 11 英語を学習するのは、将来の受験や就職に役立つからだ。 12 授業以外でも、テレビ、映画、インターネットなどで外国の文化に触れようとして

いる。 13 英語以外の外国語も学習してみたいと思う。 14 英語の学習や活動はたのしい。 15 英語の学習をこれからも続けてゆきたい。 16 英会話を聞いたり、英語を読んだりして英語力の向上をいつも心がけている。 17 英語で知らない単語や表現があっても前後関係からその意味を理解しようとする。 18 英語の学習を他教科よりよくやっている。 19 英語を学習することによって、自分が周囲に認められていると思うようになった。 20 英語を学習することによって、他人のよいところもわかるようになった。 21 英語を学習することによって、自分のよいところもわかるようになった。 22 英語を学習することによって、先生や他人の話も注意深く聞くようになった。 23 英語を学習することによって、互いを尊重しあうようになった。 24 英語の学習を通じて、日本や日本文化について興味を持つようになった。 25 英語の学習を通じて、外国や外国文化について興味を持つようになった。 26 英語の学習を通じて、もっと外国人と身近に暮らしたいと思うようになった。 27 英語の学習を通じて、外国人の考え方や外国の文化を理解することが必要だと思っ

た。 28 英語の学習を通じて、日本人や日本の文化についてもっと外国人に伝える必要があ

ると思った。 29 英語の学習を通じて、外国人ともっとコミュニケーションをとりたいと思うように

なった。 30 英語の学習を通じて、人生の視野が広がったと思う。

質問にご回答下さり、どうもありがとうございました。

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142

Appendix K: Consent Form (English Version)

The Japanese Government’s Grants-in-Aid for Scientifi c Research supports the practice of this research project. Accordingly, this project was reviewed and approved by your school principal. The information in this consent form is provided so that you can decide whether you wish to participate in our study. It is important that you understand that your participation is considered voluntary. This means that even if you agree to participate, you are free to withdraw from the experiment at any time, without penalty.

This study is an investigation into the subsequent effect of English instruction in elementary schools. For this study, you will complete three tasks: (a) the JACE English test, (b) an interview in English, and (c) motivational and attitudinal ques-tionnaire. For the JACE test, you will sit for 45 min and it is a test consisting of listening comprehension, reading comprehension, and vocabulary and grammar question items. The results with a customized advice for your study will be returned to you about one month later. For the English interview task, you will be answering the daily conversation questions, tell stories based on the given picture, and answer some questions based on the picture. The entire interview will take less than about 7 min. You will be videotaped while you perform the task, so that we can assess your performance later. These videotapes will be viewed only by project personnel, who will handle them with care. For the questionnaire task, you will answer 30 items in 15 min. Questionnaire results will be reviewed only by project members and will be handled carefully. The results of the interview test ratings and question-naire results are available if you would like to know about three months later. The project members will meet individually with those who wish.

This experiment poses no known risks to your English grading and your name nor the school name will not be identifi ed. All data will be destroyed soon after the completion of the research. For participation in this research project, you will have no disadvantage of missing two English classes. They will be made up before or after the experiments. Also, before your participation in this study, you will be provided with a brief explanation of this study by the project head Shigeo Uematsu of Setsunan University. If you have any questions not addressed by this consent form, please do not hesitate to ask. You will receive a copy of this form, which you should keep for your records.

We thank you for your time. Shigeo Uematsu

Shigeo Uematsu Setsunan University, Faculty of Foreign Studies Phone / Fax: 072-839-9218 E-mail: [email protected]

I have read the above comments and agree to participate in this experiment. I give my permission to be tested, videotaped, and questioned under the conditions

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143

above. I understand that if I have any questions or concerns regarding this project, I can contact the investigator at the above location.

________________________________ _______________ (Participant’s signature) (date) ________________________________ _______________ (Parent’s signature) (personal seal) (date)

Appendix L: Consent Form (Japanese Version)

同意書同意書今回科学研究費(科研費)でこの研究を行わせていただきます。校長先生にも内容も見ていただいて了解をもらっています。この同意書は皆さんがこの調査研究に協力していただけるかどうかを知るために配布しました。協力は強制ではありません。もしいったん「協力する」ことに同意されても、途中で棄権されることは自由ですし、そのために何らかの不利益を被ることもありません。

本研究は小学校英語の長期的な効果について研究するものです。協力して下さる方は次の3つの課題に取り組んでいただきます。a) JACEテスト、b) 英語によるインタビュー、 c) 動機と情意に関するアンケート。JACE テストは45分間で、リスニング、リーディング、語彙・文法項目をチェックします。結果は、個人別勉強法アドバイスとともに1ヶ月後に返却されます。英語によるインタビューでは、日常会話に答えていただき、次に与えられた絵に関する「お話」を作ってもらい、最後に同じ絵に関する質問に答えてもらいます。全部で約7分ほどです。インタビューはビデオテープに撮影させてもらい、のちに評定を行います。ビデオはこの研究の関係者のみが見て、細心の注意を払って管理します。動機・情意のアンケートには、30項目の質問があり、これを15分で回答してもらいます。これらの回答用紙(マークシート)も関係者のみが閲覧して、厳重に管理します。インタビューとアンケートの結果は、約3ヶ月後にご希望に応じて個人別に開示いたします。

このプロジェクトは皆さんの英語の成績には一切関係ありません。皆さんの氏名も学校名も明らかになることはありません。全てのデータは研究終了後直ちに廃棄します。参加して下さる生徒さんは英語の授業が2回抜けますが、事前事後に補習を実施しますので不利益にはなりません。プロジェクトの実施前に代表者の摂南大学・植松茂男が、皆さんに直接概要を説明いたします。もしこの同意書に何らかの疑問があれば、遠慮なくおたずね下さい。この同意書はコピーして皆さんのお手元にも置いてもらうように致します。敬具植松茂男摂南大学　外国語学部

Phone / Fax: 072-839-9218 E-mail: [email protected]

同意書同意書私は上記の文面を読み、この調査研究に協力することに同意します。英語テスト、ビデオテープ撮影、アンケートのそれぞれに上記の条件で協力いたします。また何か疑問や不安点が出てきた際には、直接上記の研究代表者に連絡を取ることも了解いたしました。

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________________________________ _______________

(本人の署名) (日付)

________________________________ _______________

(親権者の署名) (はんこ) (日付)

Appendix M: Summary of the Literature Review (Linguistic Variables)

Table 1 Summary of the Literature Review (Linguistic Variables)

Author Participant information

Frequency of exposure to English Results

Oller and Nagato (1974)

288 Grade 7, 9, and 11 students from a private school

Grades 1–4, three times/week; Grades 5–6, twice/week

EXs outperformed NON-EXs on a cloze test in Grade 7 ( p < .01) and Grade 9 ( p < .05), but not in Grade 11

JASTEC (1986)

36 EXs and 35 NON-EXs in Grades 7, 9, and 11 from a private school

EXs: 400 h during Grades 1–6; 2 h/week in Grades 1–4; 3 h/week in Grades 5–6

The t -test results of three speaking tests revealed that the EXs outperformed the NON-EXs in Grades 7 and 11; no signifi cant difference was observed in Grade 9

JASTEC (1987)



The t -test results of a storytelling test revealed that the EXs outperformed the NON-EXs in Grade 11 in terms of pronunciation, vocabulary/grammar, and cohesion

JASTEC (1988)

294 EXs and 279 NON-EXs in Grades 7 and 9 from two schools (A and B)

School A: same as above School B: 1 h/week in Grades 2 and 6; 2 h/week in Grades 3–5

The t- test results revealed that the EXs outperformed the Non-EXs in Grades 7, 9, and 11 at both schools on listening tests. EXs outperformed the NON-EXs on reading in Grade 11 at both schools

JASTEC (1989)



The t -test results of the writing tests revealed that there were no differences between the EXs and the NON-EXs in terms of their writing skills and grammar/vocabulary

JASTEC (1990)

93 children, ages ranging from 7 to 12 from a private English institution

50 h at the time of the treatment

ANOVA results showed that there were no signifi cant differences among three groups in terms of listening and speaking test scores

JASTEC (1991)

50 children, ages ranging from 6 to 12 from a private English institution

One-year group: 50 h. Two-year group: 120 h at the time of the treatment

One-way ANOVA results revealed that the age 10–11 group outperformed the younger group on listening and speaking tests in the one-year group. There was no signifi cant difference in the two-year group

(continued)

Appendices

145



JASTEC (1992)

57 EX children (age unclear), from a private English institution

EXs: more than 120 h (unclear)

ANOVA results revealed no signifi cant difference among three groups in terms of listening. The youngest group outperformed the older groups on the read-aloud test and storytelling test

JASTEC (1993)

34 children, age unknown to 11 years old from a private English institution

EXs: more than 120 h The t -test results revealed no signifi cant difference among the groups on the reading test. The AO9 onset group signifi cantly outperformed the AO10 group on the writing test

Megumi et al. (1996)

275 EXs/NON-EXs in Grades 8, 9, and 10 from a private school

EXs: not mentioned The t -test results revealed that the EXs outperformed the NON-EXs to a signifi cant degree in all grades on the listening tests. No signifi cant differences were found for the reading test

Matsukawa (1997)

65 EXs graduated from Kenkyu and 87 NON-EXs in Grade 7 from a public school

EXs: 2 h a week in Grades 5–6

Analyses of interview and storytelling tests results revealed that the EXs outperformed the NON-EXs in terms of the quickness, relevance, guessing the meaning of unknown words, and the amount of the output. There was no difference for grammatical accuracy

Shinohara (1999)

58 EXs and 58 NON-EXs in Grades 8–10 from a private school

EXs: 20-min class twice/week in Grades 1–3; 40-min class twice/week in Grade 4; 40-min class three times/week in Grades 5–6

The t -test results revealed that the EXs outperformed the NON-EXs to a signifi cant level in two out of four analytic speaking test criteria. No signifi cant difference was found for the holistic scores

Yatsuka (2000)

243 EXs and 288 NON-EXs from a public high school and private university

Not mentioned The z -test results for the listening (phoneme) tests revealed that the EXs outperformed the NON-EXs both at high school and college

Shirahata (2002)

115 EXs graduated from Kenkyu and 122 NON-EXs in Grade 7 from a public school

EXs: a total of 105 h. Once/week in Grades 4–6.

There were no signifi cant differences between the EXs and the NON-EXs for phoneme perception ability, English pronunciation ability, and amount of English word output in a 5-min self-introduction

Takada (2003a)

43 EXs and 50 NON-EXs in Grade 7 from a private school

EXs: 80 h in Grades 4–6, 1 h/week in Grades 4–5, and 2 h/week in Grade 6

ANOVA results of pronunciation and grammar and vocabulary tests revealed no signifi cant differences between the EXs and the NON-EXs

Takada (2004)


EXs: 80 h during Grades 4–6, 1 h/week in Grades 4–5, and 2 h/week in Grade 6

The t -test results revealed no signifi cant differences between EXs and NON-EXs on the listening measure

(continued)

Table 1 (continued)

Appendices

146



Naito (2005) 172 EXs and 128 NON-EXs in Grades 10–12 in a public school

EXs: mostly two years, once or twice a week

The t -tests revealed that the EXs outperformed the NON-EX in terms of the Communication I course grades

Butler and Takeuchi (2006)

5087 EXs in Grades 1–6 from 26 private and 4 public schools

EXs: 30 h in Grades 1–2 and 44 h in Grades 3–6. Approximately 140–150 h in Grade 6 when the test was administered

ANOVA results revealed that the amount of exposure to English had a stronger correlation with listening scores than students’ grades. Signifi cant differences were found among grades. Schools teaching spelling obtained higher scores. Students from the JTE-led school achieved the highest scores

JASTEC (2007)

234 EXs and 279 NON-EXs in Grades 7–9 from three public junior high schools

EX Group 1: 350 h during Grades 1–6. EX Group 2: 70 h in Grades 5–6

ANOVA results of the speaking, reading, and listening tests revealed no signifi cant difference in Grade 6. In Grade 7, signifi cant differences were found for listening and speaking. In Grade 8, signifi cant differences were found for listening

Shizuka (2007)

289 EXs and 341 NON-EXs in Grades 10–12 from a SELHi school

EXs: not mentioned The t -test and multiple regression results showed that (a) EXs were more profi cient than NON-EXs, (b) the EXs’ advantage resides in their listening and reading abilities, (c) there were no signifi cant differences for vocabulary or grammar, and (d) experiencing English classes in elementary school for three years or longer was more effective than doing so for fewer years for developing listening skills

NIEPR (2009)

3300 EXs in Grades 1–6 from 53 Kenkyu schools

EX Group 1: 1–11 h a year EX Group 2: 12–22 h a year EX Group 3: 23–35 h a year EX Group 4: 36–90 h a year

Listening test scores generally increased, especially for Group 4; however, there was no increase in Group 1. Grade 6 students outperformed Grade 5 students on the storytelling task

Hasegawa (2013)

95 EXs in Grade 6 from three public elementary schools

Ex Group 1 ( n = 33): 6 to 10 h a year in Grades 1 through 4 and 35 h in Grades 5 and 6

No signifi cant difference in listening ability among Grade 6 pupils from three different elementary schools. The author argued that such amount of instruction (70 h and 104 h) was just not enough to detect any difference in English language and listening skills among younger learners who were taught in different ways and initiated ELES at different grades

EX Group 2 ( n = 31): 35 h in Grades 5 and 6

EX Group 3 ( n = 31): 10 h in Grade 4 and 30 h in Grades 5 and 6

(continued)

Table 1 (continued)

Appendices

147



Fennelly, Luxton, and Fukuda (2014)

675 EXs in Grade 7 from three junior high schools for four years (2010–2013)

Ex Group 1: n = 19, 17, 22, and 26 for 2010, 2011, 2012, and 2013. Total: 84. Hours of ELES: 50, 70, 105, and 140, respectively

The difference lies in the year the tests were taken and not when students started their English lessons (schools). Even when they included the test scores from another school starting English from Grade 1, they again had similar results. Authors concluded that they could not fi nd any signifi cant increase in listening ability among fi rst year junior high school students with once-a-week English classes from the fi rst, third, or fi fth grade of elementary school. And they argued that once-a-week classes are just not enough to signifi cantly improve language skills among younger students

Ex Group 2: n = 48, 29, 46, and 44, respectively. Total: 167. Hours of ELES: 50, 70, 105, and 140, respectively

Ex Group 3: n = 23, 33 32, and 28, respectively. Total: 116. Hours of ELES: 35, 70, 70, and 70, respectively

Ex Group 4: n = 23, 84, 98, and 103, respectively. Total: 308. Hours of ELES: 27, 55, 70, and 70, respectively

Note : EX ELES Experienced, NON-EX No ELES experience

Appendix N: Summary of the Literature Review (Affective Variables)

Table 2 Summary of the Literature Review (Affective Variables)



JASTEC (1993)

1,170 junior high school students

EXs: Group 1; ELES in Grade 6

EXs showed more positive attitudes toward learning English than NON-EXs. Group 2 demonstrated the strongest interest toward communicating with foreigners and visiting foreign countries

Group 2; ELES in Grades 5–6

JASTEC (1994)

1417 EX/NON-EX students in Grades 7, 9, and 11 and fi rst- and second-year university students

EXs: more than one year in elementary school

Chi-square analyses revealed that EXs had more positive attitudes than NON-EXs in terms of (a) motivation to study English to be able to communicate with foreigners, (b) willingness to engage in communicative activities, and (c) feeling a need to learn more about foreign cultures and ideas and Japanese culture

(continued)

Table 1 (continued)

Appendices

148



Yatsuka (2000)

243 EXs and 288 NON-EXs from a public high school and 204 EXs and 202 NON-EXs from a private university

Not mentioned Chi-square analyses of nine items revealed that the EXs signifi cantly outperformed the NON-EXs on six items in high school, but the college EXs outperformed their counterparts only on one item

Takada (2003b)


EXs: 80 h in Grades 4–6; 1 h/week in Grades 4–5, and 2 h/week in Grade 6

ANOVA results of 20 attitudinal and motivational questionnaire items revealed no signifi cant differences between EXs and NON-EXs

Takagi (2003a)

753 EXs and 204 NON-EXs in Grades 7–9 from public schools

EXs: 40 h during 10 h/year in Grades 3–6

ANOVA results of 42 motivation toward English questionnaire items revealed no signifi cant differences between the EXs and NON-EXs

Takagi (2003b)

1098 EXs and 512 NON-EXs in Grades 7–11 from public junior high schools and two universities

EXs: those who learned English in childhood

t- test results of a 42-item motivational questionnaire revealed no signifi cant differences between EXs and NON-EXs

Mio and Kitsudo (2004)

210 EXs and 63 NON-EXs from junior high schools

Not mentioned A chi-square analysis of 23 items revealed statistically signifi cant differences between EXs and NON-EXs on the four measured components

Hojo and Matsuzaki (2005)

468 EXs and 0 NON-EXs in Grade 7 and 219 EXs and 38 NON-EXs in Grade 8 from a public school

EXs: 40 h; 10 h during Grades 3–6

A chi-square analysis of the 39 questionnaire items indicated that the effect of ELES activities was stronger in Grade 7 than in Grade 8. ELES activities had an especially strong effect on the desire to be able to speak English and interest in different cultures and their own culture

Naito (2005) 172 EXs and 128 NON-EXs in Grades 10–12 from a public school

EXs; mostly two years, once or twice a week

A chi-square analysis revealed a signifi cant difference between the EXs and NON-EXs in terms of whether they have always liked English

Butler and Takeuchi (2006)

14 elementary school teachers volunteered to be interviewed

EXs: 30 h in Grades 1–2 and 44 h in Grades 3–6. Approximately 140–150 h when the test was administered in Grade 6

A teacher survey on ELES milieu revealed that teachers felt that students’ English skills had improved more than they had expected, especially listening, and students enjoyed ELES. Almost all teachers reported the necessity of some form of evaluation

(continued)

Table 2 (continued)

Appendices

149



Carreira (2006)

176 EXs in Grade 3 and 171 EXs in Grade 6

EXs: 20-min sessions four times/week in Grades 1–2; two to three times/week in Grades 3–6

An ANOVA revealed signifi cant differences for intrinsic and instrumental motivation between Grade 3 and Grade 6

Kanamori (2006)

3700 EXs and NON-EXs in Grades 10 and 11

EXs: in about 60 % of the cases, ELES was administered less than once or twice a month. 30 % of the participants experienced ELES several times/year

Cross-tab results of questionnaire items revealed no signifi cant differences for 11 attitudinal and motivational questionnaire items

Shizuka (2007)

289 EXs and 341 NON-EXs in Grades 10–12 from a SELHi school

EXs: not mentioned Multiple regression analyses revealed that sex uniquely contributed to the prediction of motivational score differences; female students had more motivation than male students. ELES had a statistically signifi cant effect on motivation

JASTEC (2008)

383 EXs and 493 NON-EXs fi rst- and second-year university students

EXs: having experienced ELES

ELES has a signifi cant effect on motivation for learning English. Female students outperformed male students. There were no signifi cant differences in the age of onset and the length of ELES between the EXs and the NON-EXs

NIEPR (2009)

3300 EXs in Grades 1–6 from 53 Kenkyu schools

EX Group 1; 1–11 h/year. EX Group 2; 12–22 h/year. EX Group 3; 23–35 h/year. EX Group 4; 36–90 h/year

Cross-tab results of a 3-item motivational questionnaire administered to Grades 5 and 6 revealed that, except Group 4, the ratio of affi rmative answers decreased in Grade 6

Hasegawa (2013)

95 EXs in Grade 6 from three public elementary schools

Ex Group 1 ( n = 33): 6 to 10 h a year in Grades 1 through 4 and 35 h in Grades 5 and 6

A set of chi-square analyses revealed almost no statistical difference between positive answers and negative answers. The author concluded that EX Group 2, where the listening score was highest, was the least negative in the Question (1) Did you like ELES? The difference between EX Group 2 and other schools was to a statistically signifi cant level. The author argued that this result suggests the possible correlation with the implementation of ELES before the English education starts in junior high school or the difference of teaching style of three schools

EX Group 2 ( n = 31): 35 h in Grades 5 and 6 EX Group 3 ( n = 31): 10 h in Grade 4 and 30 h in Grades 5 and 6

(continued)

Table 2 (continued)

Appendices

150



Nishida (2013)

461 EX in Grades 3–6 from a public elementary school for Study 1

Grade 1–2: 10 h a year, some events added

In Studies 1 and 2, the author found signifi cant motivation and affective variables, and students’ motivation and interest in foreign language and culture tended to decline with age. The author also found that girls tended to exhibit a more positive attitude toward English activities. In Studies 3 and 4, analyses illustrated that when students felt the classroom atmosphere was good, they tended to perceive their competence to be high. When students perceived themselves as being more competent, they were more likely to be willing to communicate with other students; hence, children who had higher confi dence in L2 communication were likely to show higher WTC. In Study 4, the analyses revealed that if suffi cient scaffolding was provided, learners might be able to perform to their potential level

383 EX in Grades 3–6 from the same school for Study 2

Grades 3–6: 10–20 h a year, some events and project-based learning hours added

116 EX in Grades 5–6 from the same school for Study 3 32 EX in Grade 5 from the same school for Study 4

Note : EX ELES Experienced, NON-EX No ELES experience

Appendix O: Summary of the History of ELES in Japan

1986: In “Kyoiku kaikaku ni kansuru dainiji to shin” (the Second Report of Education Reform) of “Rinkyoshin” (Provisional Council on Education Reform), proposals contained the revision of the timing of the implementation of English education, stating “more communicative English education is urgently needed to deal with globalization.” Retrieved August 14, 2014, from the World Wide Web:

http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/015/siryo/04070501/009/001.htm 1992: Designation of “Kenkyu kaihatsuko” (schools for research and development

purposes) for the experimental introduction of English education as part of education for international understanding. Two elementary and one junior high school in Osaka City were selected to start experimental English activities.

1998: Revision of the Course of Study. The Ministry of Education introduced a new fi eld of study named “Sogo gakushu” (The Period for Integrated Studies), allowing schools to design the contents of the curriculum by themselves. If a school chooses to stress international understanding, it can employ conversation in a foreign language (English). The Period for Integrated Studies was carried out from the third to sixth grade, three classes per week.

Table 2 (continued)

Appendices

http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/015/siryo/04070501/009/001.htm

151

However, the MEXT support was limited to items such as a “Practical Handbook for Elementary School English Activities” (2001) and some in-service training for core teachers. Other concerns (including budgets) are left to the discretion of each school or local governments.

2001: In January 2001, the former Ministry of Education (MOE) and the former Science and Technology Agency merged to become the present MEXT.

2002: MEXT issued “A Strategic Plan to Cultivate Japanese Abilities in English,” a fi ve-year plan that was established (2004–2008) to set the objectives and goals. However, as Butler (2007) noted that the implementation of ELES in Japan was infl uenced by both top-down and bottom-up decision-making, the policy was formulated centrally but in a somewhat loose way that allowed for considerable interpretation at a local level.

2003: The government launched the creation of Kouzou Kaikaku Tokku ( Tokku ; designated Special Zones for Structural Reforms) as one of the deregulation policies of the Koizumi administration. Local governments proposed a variety of unique economic, cultural, educational plans to the central government’s management and coordination agency. The local governments could implement these new programs which used to be hampered by the restrictions of the laws, but no fi nancial aid was provided from the national budget. As many as seventeen local governments proposed ELES programs in 2003 and were accepted. The implementations of ELES were free from the regulations of the Course of the Study as long as the objectives fi t the School Education Act. In this paper, I will use Tokku as a term for a special educational district.

2007: According to the MEXT’s survey, the ratio of implementation of English activities at elementary school nationwide reached 97 %.

2008: Revision of the Course of Study (fully implemented in 2011) of foreign language activities became an additional fi eld of study in elementary school under the name “Gaikokugo katsudo” (foreign language activities). It is not a subject, but a compulsory class and all the fi fth and sixth graders take the class once a week, that is, 35 times per year.

2011: The above foreign language activities were fully implemented. Basically, homeroom teachers are in charge. Homeroom teachers can work with assistant language teachers (ALTs: native speakers of English) or with Japanese assistant teachers (JATs) if they are available. About 10,000 ALTs are working at elemen-tary, junior high, and high school across Japan. The number of JAT is unknown. The placement of ALTs and JATs is highly dependent on the decisions and aid of local governments.

2013: Chief Cabinet Secretary Suga said children should be given more English lessons and at an earlier age in elementary school. MEXT is considering moving up the starting year of obligatory English language education in elementary schools to the third grade from the current fi fth grade by around 2020 (Japan Times, 2013). Retrieved August 14, 2014, from the World Wide Web:

http://www.japantimes.co.jp/news/2013/10/23/national/required-english-from-third-grade-eyed/#.U-xsTlYTNlK

Appendices



App

endi

x P

: Su

mm

ary

of S

tude

nt I

nter

view

Yea

r ID

G

rade

Se

x E

S In

terv

iew

er

Que

stio

n 1

Que

stio

n 2

Que

stio

n 3

Que

stio

n 4

Que

stio

n 5

Que

stio

n 6

Que

stio

n 7

Que

stio

n 8

Mis

c.

Wha

t kin

d of

E

ngli

sh

acti

viti

es d

id

you

like

?

Wha

t was

the

mos

t m

emor

able

th

ing

in y

our

EL

ES

clas

ses?

By

who

m

and

how

do

you

thin

k E

LES

coul

d be

taug

ht

best

?

Whe

n (a

t w

hich

gra

de)

do y

ou th

ink

EL

ES

shou

ld

be in

trod

uced

?

Hav

e yo

u en

coun

tere

d an

y pr

oble

ms

in le

arni

ng

Eng

lish

sin

ce y

ou

ente

red

the

juni

or

high

sch

ool?

Are

EL

ES

and

Eng

lish

cla

ss in

JH

S co

nnec

ted?

D

oes

EL

ES

help

yo

u st

udy

Eng

lish

in

JH

S?

Do

you

like

E

ngli

sh

now

?

Do

you

have

an

y dr

eam

s to

be

real

ized

in

the

futu

re

by u

sing

E

ngli

sh?

2011

1

7 M

G

T

G

ames

and

bo

dily

ex

erci

ses

Eng

lish

pres

enta

tion

reci

tal

By

a fo

reig

n te

ache

r an

d Ja

pane

se

Eng

lish

teac

her

who

tr

ansl

ates

In G

rade

s 3–

4,

twic

e a

wee

k;

Gra

des

5–6,

th

ree

times

w

eekl

y. O

nly

once

, we

tend

to

for

get w

hat

we

lear

ned

In E

S, w

e en

joye

d.

But

in J

HS,

we

need

to

wor

k on

Eng

lish

seri

ousl

y, s

uch

as

tran

slat

ion,

Eng

lish

wri

ting

The

son

g (D

ay o

f th

e W

eek)

hel

ped

I lik

e it!

I

wan

t to

go

to th

e U

K. I

w

ant t

o be

com

e a

stat

esm

an

Eng

lish

only

is

hard

for

el

emen

tary

ki

ds. M

y sc

hool

w

as to

o bi

g to

do

act

iviti

es

2011

2

9 M

K

T

In

terv

iew

ga

me

My

pres

en ta

tion

abou

t co

untr

ies

By

a fo

reig

n te

ache

r an

d Ja

pane

se

Eng

lish

teac

her

who

tr

ansl

ates

From

Gra

de 1

be

caus

e w

e w

ant t

o be

abl

e to

spe

ak

Eng

lish

fl uen

tly

Eng

lish

wri

ting

requ

ires

us

lots

of

thin

gs to

mem

oriz

e

“Hel

lo!

How

are

yo

u?”

kind

of

the

basi

c co

nver

satio

n he

lped

me

I lik

e it!

I

wan

t to

play

bas

ebal

l (i

n M

LB

)

2011

3

8 F

K

T

Rol

e pl

ays,

ai

rpla

ne

gam

e, s

ong

(Ede

lwei

ss)

Rol

e pl

ays

in

airp

lane

gam

e B

y a

fore

ign

teac

her

and

Japa

nese

E

nglis

h te

ache

r w

ho

tran

slat

es

From

Gra

de 5

, 2–

3 tim

es

wee

kly

I am

enj

oyin

g le

arni

ng v

ocab

ular

y gr

amm

ar th

at

even

tual

ly a

llow

ed

me

to m

ake

Eng

lish

sent

ence

s

The

y ar

e co

nnec

ted.

Whe

n w

e st

udy

(in

JHS)

, w

e of

ten

fi nd

the

thin

gs w

e di

d in

E

S

I lik

e it!

I

wan

t to

stud

y ab

road

. I

like

Eng

lish

so m

uch

that

I

wan

t to

ente

r hi

gh

scho

ol w

hich

ha

s E

nglis

h co

urse

I w

orry

abo

ut

the

pron

unci

atio

n of

thos

e te

ache

rs w

ho

don’

t stu

dy

Eng

lish

2011

4

9 F

K

T

Song

s (B

onjo

ur)

Song

s I

still

re

mem

ber

wel

l

By

a fo

reig

n te

ache

r an

d Ja

pane

se

Eng

lish

teac

her

who

tr

ansl

ates

In G

rade

s 1–

3,

once

wee

kly.

Fr

om G

rade

4,

twic

e a

wee

k

Seri

ous

wor

k;

how

ever

, whe

n I

tran

slat

e, I

oft

en

foun

d I

alre

ady

knew

the

stuf

f

Whe

n I

wri

te in

E

nglis

h I

ofte

n fi n

d th

e vo

cabu

lary

hav

e al

read

y be

en

lear

ned

and

basi

c ex

pres

sion

s su

ch

as “

Whe

n is

you

r bi

rthd

ay”

auto

mat

ical

ly

com

e ou

t

I lik

e it

very

m

uch!

E

dito

r!

Eng

lish

will

he

lp m

e

EL

ES

clas

s al

way

s re

fres

hes

mys

elf

2011

5

7 F

G

U

Inte

rvie

w

gam

e E

nglis

h dr

ama

(Sno

w

Whi

te),

I s

till

rem

embe

r m

y lin

es

Mai

nly

by

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

, w

ith

hom

eroo

m

teac

hers

st

ayin

g w

ith

us to

hel

p

Onc

e a

wee

k fr

om G

rade

1

In E

S, w

e ju

st

spok

e up

and

san

g so

ngs.

In

JHS,

th

ings

are

get

ting

mor

e se

riou

s, s

uch

as E

nglis

h w

ritin

gs

and

read

ings

The

y ar

e co

nnec

ted

in th

e se

nse

that

we

are

alre

ady

fam

iliar

w

ith h

ow to

ask

tim

e, a

day

of

the

wee

k, w

eath

er

and

can

use

thos

e w

ords

and

se

nten

ces

I lik

e it!

N

ot n

ow

You

don

’t n

eed

to te

ach

how

to

wri

te in

EL

ES

2011

6

8 M

K

U

A

LT’s

PPT

s th

at s

how

s pe

ople

’s

lifes

tyle

s,

cuis

ines

, and

an

imal

s of

fo

reig

n co

untr

y

To ta

lk w

ith

fore

ign

teac

hers

, ver

y fr

iend

ly a

nd

hype

r

Stud

ents

en

joy

Eng

lish

thro

ugh

activ

ities

in

ES

and

mak

e ou

t th

e m

eani

ngs

and

stru

ctur

es

they

kno

w

in J

HS

From

Gra

de 1

, tw

ice

a w

eek.

M

ainl

y by

Ja

pane

se

teac

hers

G-E

S st

uden

ts h

ave

caug

ht u

p w

ith u

s K

-ES

stud

ents

in

term

s of

Eng

lish

pres

enta

tion

The

y ar

e co

nnec

ted.

I

alre

ady

knew

ab

out 8

0 %

of

alph

abet

s.

Exp

ress

ions

like

“H

ow a

re y

ou?”

w

e ar

e al

read

y fa

mili

ar w

ith;

how

ever

, we

unde

rsta

nd th

em

bette

r by

lear

ning

gr

amm

ar

I lik

e it,

th

ough

I

have

n’t g

ot

good

sco

res

Not

now

A

fter

sch

ool,

my

sche

dule

is

fi lle

d up

to

20:4

0. I

pra

ctic

e sw

imm

ing.

A

fter

that

, I g

o to

cra

m s

choo

l

(con

tinue

d)

2011

7

8 m

G

U

G

ames

(i

nter

view

, in

trod

uctio

n of

sel

f)

Bom

b ga

me;

pe

ople

pas

s ar

ound

the

bom

b w

ith

sayi

ng

som

ethi

ng in

E

nglis

h

By

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

. T

hey

shou

ld

be f

un

From

Gra

de 4

, tw

ice

a w

eek

In E

S, E

nglis

h w

as

fun;

how

ever

, in

JH

S it

beco

mes

pr

oble

ms.

Dif

fi cul

t to

dea

l with

The

y ar

e di

ffer

ent.

I en

coun

ter

som

e w

ords

whi

ch w

e “p

rono

unce

d” in

E

S, b

ut th

ose

wor

ds d

on’t

ap

pear

in th

e JH

S te

xtbo

ok

I do

n’t l

ike

it be

caus

e it’

s ge

tting

to

be

mor

e di

ffi c

ult

Not

now

2011

8

7 M

K

U

G

ame

(pap

er, r

ock,

sc

isso

rs),

so

ngs

(of

a w

eek,

a

year

)

Eng

lish

dram

a (S

now

Whi

te)

and

ALT

’s

PPT

in

trod

uctio

ns

of th

eir

hom

etow

ns

and

hobb

ies

By

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

From

Gra

de 3

, tw

ice

a w

eek

To b

e ho

nest

, the

re

was

too

muc

h to

re

mem

ber,

but I

so

lved

the

prob

lem

be

caus

e I

like

Eng

lish

The

y ar

e st

rong

ly

conn

ecte

d. W

hen

we

wri

te E

nglis

h,

we

can

use

the

wor

ds w

e le

arne

d in

ES

I lik

e it!

N

ot n

ow

2011

9

9 M

K

U

G

ames

and

so

ngs,

but

I

didn

’t li

ke

Eng

lish

stor

ies

I en

joye

d ta

lkin

g w

ith

fore

ign

teac

hers

. T

hey

wer

e ch

eerf

ul a

nd

play

ed w

ith

us

By

fore

ign

teac

hers

be

caus

e w

e ca

nnot

hel

p re

lyin

g on

Ja

pane

se

inpu

t whe

n Ja

pane

se

teac

hers

are

ar

ound

Onc

e a

wee

k fr

om G

rade

1.

Too

man

y cl

asse

s m

ay

caus

e E

nglis

h ph

obia

for

so

me

stud

ents

In th

e be

ginn

ing,

I

felt

it bo

ring

but

w

as g

radu

ally

liki

ng

it be

caus

e m

y E

S E

nglis

h fo

unda

tion

did

help

me

I do

n’t k

now

. In

ES,

we

spok

e E

nglis

h lik

e Ja

pane

se

I lik

e it!

N

ot n

ow

I di

dn’t

like

E

nglis

h in

G

rade

5

beca

use

I di

dn’t

lik

e th

e te

ache

r, bu

t in

Gra

de 6

I

agai

n lik

ed it

Yea

rID

Gra

deSe

xE

SIn

terv

iew

erQ

uest

ion

1Q

uest

ion

2Q

uest

ion

3Q

uest

ion

4Q

uest

ion

5Q

uest

ion

6Q

uest

ion

7Q

uest

ion

8M

isc.

Wha

t kin

d of

E

ngli

sh

acti

viti

es d

id

you

like

?

Wha

t was

the

mos

t m

emor

able

th

ing

in y

our

EL

ES

clas

ses?

By

who

m

and

how

do

you

thin

k E

LES

coul

d be

taug

ht

best

?

Whe

n (a

t w

hich

gra

de)

do y

ou th

ink

EL

ES

shou

ld

be in

trod

uced

?

Hav

e yo

u en

coun

tere

d an

y pr

oble

ms

in le

arni

ng

Eng

lish

sin

ce y

ou

ente

red

the

juni

or

high

sch

ool?

Are

EL

ES

and

Eng

lish

cla

ss in

JH

S co

nnec

ted?

D

oes

EL

ES

help

yo

u st

udy

Eng

lish

in

JH

S?

Do

you

like

E

ngli

sh

now

?

Do

you

have

an

y dr

eam

s to

be

real

ized

in

the

futu

re

by u

sing

E

ngli

sh?

2011

10

7

F G

U

G

ames

Si

ngin

g E

nglis

h so

ngs

duri

ng th

e su

mm

er

scho

ol in

the

mou

ntai

n

By

fore

ign

teac

hers

m

ore

freq

uent

ly

It w

as g

ood

to

star

t in

Gra

de 1

T

hey

are

less

co

nnec

ted

I lik

e it!

C

ram

sch

ool

help

ed m

e th

roug

h

Not

now

2012

11

9

M

G

U

Song

s Si

ngin

g E

nglis

h so

ngs.

I w

ant

to s

peak

E

nglis

h ev

en

in J

HS

By

a hy

per

teac

her

follo

wed

by

Japa

nese

tr

ansl

atio

n

Onc

e or

twic

e a

wee

k fo

r al

l gr

ades

In th

e be

ginn

ing,

it

was

har

d fo

r m

e to

ca

tch

up. B

ut n

ow,

I’d

like

to m

ake

a pr

esen

tatio

n an

d as

k te

ache

rs a

nyth

ing

I ca

nnot

und

erst

and.

M

y E

nglis

h gr

ade

wen

t up

Surp

risi

ngly

, it

help

ed m

e. I

be

cam

e ab

le to

re

ad s

hort

se

nten

ces

and

som

e ex

pres

sion

s da

y by

day

I do

n’t s

ay I

do

n’t l

ike

it M

akin

g fo

reig

n fr

iend

s an

d us

ing

Eng

lish

2012

12

9

F K

T

So

ngs

Ans

wer

ing

the

day

of th

e w

eek

and

toda

y’s

wea

ther

in

Eng

lish

By

the

hom

eroo

m

teac

her

is

desi

rabl

e be

caus

e he

/sh

e kn

ows

us b

est

From

Gra

de 3

W

ritin

g E

nglis

h m

akes

me

craz

y.

So m

any

thin

gs to

re

mem

ber!

At t

he b

egin

ning

of

the

JHS,

it

help

ed m

e a

lot,

espe

cial

ly

pron

unci

atio

n

I lik

e it

ver

y m

uch!

I w

ant t

o go

to

the

USA

, so

I w

ant t

o be

fl ue

nt in

E

nglis

h

2012

13

8

F K

T

B

irth

day

gam

e, s

ongs

(h

ello

in

diff

eren

t la

ngua

ges)

Eng

lish

dram

a (S

now

W

hite

)

By

hom

eroo

m

teac

hers

an

d fo

reig

n te

ache

rs

Gra

des

1–2,

on

ly v

isua

l in

put,

twic

e fr

om G

rade

3

I ha

d m

ore

diffi

cul

ty in

wri

ting

Eng

lish

than

re

adin

g

The

y ar

e co

nnec

ted.

For

ex

ampl

e, I

can

an

swer

any

qu

estio

ns

rega

rdin

g tim

e,

date

, and

mon

th

Thi

s qu

estio

n al

way

s em

bar

rass

ed m

e!

I w

ant t

o m

ake

frie

nds

with

E

nglis

h-

spea

king

pe

ople

In E

S, y

ou

enjo

y E

nglis

h.

Aft

er e

nter

ing

JHS,

you

thin

k th

e m

eani

ng o

f E

nglis

h. T

hat’s

th

e be

st

com

bina

tion

2012

14

8

M

K

T

Gam

es a

nd

spea

king

in

Eng

lish

Talk

ing

with

fo

reig

n te

ache

rs

By

a fo

reig

n te

ache

r an

d Ja

pane

se

Eng

lish

teac

her

Thr

ee ti

mes

w

eekl

y fr

om

Gra

de 3

I’ve

nev

er

expe

rien

ced

any

Alth

ough

we

didn

’t k

now

how

to

spe

ll,

expr

essi

ons

like

“I

wan

t to

go”

now

I’

m le

arni

ng in

G

rade

8; w

e us

ed

to s

ay it

in E

S

I lik

e it

very

m

uch!

I’

m ju

st

thin

king

ab

out a

big

dr

eam

It’s

bet

ter

to

have

EL

ES,

ex

posi

ng u

s to

th

ings

so

that

w

e ca

n re

tain

in

our

brai

n

(con

tinue

d)

2012

15

8

F G

U

Si

ngin

g so

ngs

with

cl

assm

ates

Prep

arin

g (s

poke

and

w

rote

in

Eng

lish

in a

gr

oup)

for

E

nglis

h pr

esen

tatio

n re

cita

l

Mai

nly

by

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

, w

ith

hom

eroo

m

teac

hers

he

lpin

g st

uden

ts

Two

to th

ree

times

wee

kly

from

Gra

de 3

The

usa

ge o

f tr

ansi

tiona

l ver

bs

and

be v

erbs

, but

I

aske

d th

e te

ache

r an

d no

w I

un

ders

tand

them

The

y ar

e co

nnec

ted.

E

xpre

ssio

ns

rela

ted

to to

day’

s w

eath

er w

e le

arne

d w

ith

rhyt

hm te

nd to

co

me

out v

ery

quic

kly

Whe

n I

was

in

the

Gra

de 7

, I

didn

’t li

ke

it. B

ut in

G

rade

8,

I’ve

com

e to

like

it

beca

use

I ca

n gr

adua

lly

unde

rsta

nd

JHS

Eng

lish

It’s

nec

essa

ry

in th

e fu

ture

. So

I’d

like

to

be a

ble

to

unde

rsta

nd

Eng

lish

In E

LE

S,

inst

ruct

ions

sh

ould

be

in

Japa

nese

, ac

tiviti

es in

E

nglis

h

2012

16

7

M

K

U

Gam

es

Exc

hang

ing

idea

s th

roug

h th

e us

e of

E

nglis

h

Thr

ough

a

team

te

achi

ng b

y fo

reig

n,

Japa

nese

E

nglis

h,

hom

eroo

m

teac

hers

Onc

e w

eekl

y fo

r al

l gra

des

Be

verb

s m

ade

me

conf

used

bec

ause

I

rem

embe

red

them

by

sou

nds.

I h

ad

diffi

cul

ty in

un

ders

tand

ing

thei

r us

age.

But

now

it’s

ok

ay

The

y ar

e co

nnec

ted.

In

Gra

de 7

, I f

ound

a

lot o

f sp

ellin

gs

and

mea

ning

s of

E

nglis

h I

alre

ady

lear

ned

in E

S

I lik

e it!

I

wan

t to

stud

y ab

road

af

ter

grad

uatin

g hi

gh s

choo

l

My

hom

eroo

m

teac

her

trav

eled

ab

road

a lo

t and

w

as v

ery

fl uen

t in

Eng

lish

2012

17

7

M

K

T

Song

(he

llo

in d

iffe

rent

la

ngua

ges)

Can

adia

n te

ache

r’s

talk

ab

out h

oney

be

e an

d fa

lls

By

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

. T

hey

shou

ld

be f

un

Gra

des

1–2,

on

ce o

r tw

ice;

G

rade

s 3–

4,

thre

e tim

es o

r fo

ur ti

mes

w

eekl

y; G

rade

s 5–

6, e

very

day

I ha

ve a

pro

blem

w

ith li

sten

ing

com

preh

ensi

on. I

ne

ed s

ubtit

les

I fo

und

a lo

t of

Eng

lish

wor

ds in

th

e JH

S te

xtbo

ok

are

wha

t I a

lrea

dy

rem

embe

red

by

the

play

ing

card

s in

ES

I sl

ight

ly

don’

t lik

e it

Not

now

Yea

rID

Gra

deSe

xE

SIn

terv

iew

erQ

uest

ion

1Q

uest

ion

2Q

uest

ion

3Q

uest

ion

4Q

uest

ion

5Q

uest

ion

6Q

uest

ion

7Q

uest

ion

8M

isc.

Wha

t kin

d of

E

ngli

sh

acti

viti

es d

id

you

like

?

Wha

t was

the

mos

t m

emor

able

th

ing

in y

our

EL

ES

clas

ses?

By

who

m

and

how

do

you

thin

k E

LES

coul

d be

taug

ht

best

?

Whe

n (a

t w

hich

gra

de)

do y

ou th

ink

EL

ES

shou

ld

be in

trod

uced

?

Hav

e yo

u en

coun

tere

d an

y pr

oble

ms

in le

arni

ng

Eng

lish

sin

ce y

ou

ente

red

the

juni

or

high

sch

ool?

Are

EL

ES

and

Eng

lish

cla

ss in

JH

S co

nnec

ted?

D

oes

EL

ES

help

yo

u st

udy

Eng

lish

in

JH

S?

Do

you

like

E

ngli

sh

now

?

Do

you

have

an

y dr

eam

s to

be

real

ized

in

the

futu

re

by u

sing

E

ngli

sh?

2012

18

7

M

G

T

Gam

e (d

ice)

G

ame

(dic

e)

and

inte

rvie

w

By

fore

ign

teac

hers

an

d Ja

pane

se

Eng

lish

teac

hers

Thr

ee ti

mes

w

eekl

y fr

om

Gra

de 3

I ha

ve p

robl

ems

with

Eng

lish

wri

ting

and

so

man

y ne

w v

ocab

s

The

y ar

e co

nnec

ted.

ES

Eng

lish

star

ted

with

Eng

lish

“AB

C”

song

I lik

e it!

N

ot n

ow

2012

19

7

F K

U

So

ng (

of

colo

rs)

and

bodi

ly

exer

cise

s

Talk

ing

with

fo

reig

n te

ache

rs

By

fore

ign

teac

hers

to

avoi

d us

ing

Japa

nese

Gra

des

1–2,

on

ce o

r tw

ice

a w

eek;

Gra

des

3–6,

thre

e tim

es w

eekl

y

Spel

ling

and

gram

mar

wer

e a

bit

chal

leng

ing,

but

on

ce I

cle

ared

it,

thin

gs w

ent

smoo

thly

I ca

n re

ad m

any

wor

ds b

ecau

se w

e le

arne

d an

d pr

actic

ed th

em in

E

S

I lik

e it!

T

houg

h it

is

unlik

ely

for

me

to g

o ab

road

, I

wan

t to

be

read

y to

re

spon

d to

an

y qu

estio

n in

Eng

lish

I lik

e N

HK

(T

V)

Eng

lish

prog

ram

2012

20

7

F G

U

Pr

esen

tatio

n an

d ga

mes

Te

ache

r pr

aise

d m

e w

hen

I pr

onou

nced

E

nglis

h w

ords

, lik

e ap

ple

or

bana

na

Put m

ore

emph

asis

on

in

crea

sing

st

uden

ts’

Eng

lish

voca

bula

ry

Gra

des

5–6,

th

ree

times

a

wee

k

The

dif

fere

nce

of

wor

d or

der

betw

een

Japa

nese

and

E

nglis

h; th

e us

age

of b

e ve

rbs

Whe

n I

was

fi rs

t as

ked

to s

ay h

ello

in

Eng

lish,

I d

id

not u

nder

stan

d.

But

now

I c

an

unde

rsta

nd it

I lik

e it

beca

use

it’s

fun

to

rem

embe

r an

d us

e E

nglis

h

I w

ant t

o go

to

Haw

aii i

n hi

gh s

choo

l. So

me

peop

le

spea

k Ja

pane

se

ther

e

Not

e : E

S (e

lem

enta

ry s

choo

l; G

rade

s 1–

6), J

HS

(jun

ior

high

sch

ool;

Gra

des

7–9)

; stu

dent

s ar

e fr

om tw

o di

ffer

ent s

choo

ls, K

and

G

159

A Ages of onset (AO) , 13, 14, 20–22 ALT. See Assistant language

teachers (ALT) Apprehension in teaching ELES , 37 Assistant language teachers (ALT) ,

3, 4, 27, 28, 35, 47–50, 108, 109, 114, 115, 120, 125, 151

C Chukyoshin , 18 Critical period hypothesis , 11, 17 Cronbach’s alpha estimates of

reliability , 58

E EFL. See English as a Foreign Language

(EFL) Eigo Note , 3, 4 Eiken Bronze test , 27, 36 Elementary school G (ES-G) , 109 Elementary school K (ES-K) , 109, 115 2020 ELES implementation , 126 English as a Foreign Language (EFL) ,

6, 7, 13, 18, 25, 34, 38, 47, 53, 120–122, 126

English learning in elementary school (ELES) , 1–7, 16–20, 22–41, 48, 49, 53–56, 95, 99, 104, 108–111, 114–116, 119–122, 124–126, 146–157

Equal-interval measure , 57 ES-G. See Elementary school G (ES-G) ES-K. See Elementary school K (ES-K) Ethical considerations , 5, 55 Explicit learning (learning with awareness of

the structures being learned) , 17

F FACETS , 67–72, 93 Foreign language activity (FLA), goal of , 3 Foreign Languages in the Elementary School

(FLES) , 11–18, 40, 108

G Goal of FLA , 3

H Hi Friends! , 4, 5 Homeroom teachers (HRTs) , 3–5, 12, 34, 37,

49, 50, 104, 109, 114, 115, 125, 136, 137, 151, 153, 155, 156

I Implicit learning , 17, 122 The Integrated Study Period , 2 Intercultural Communication , 2, 53,

73–78, 89, 90, 99–102, 112, 123 International Communication (IC) , 4, 5,

48–50, 54, 111, 115, 123, 125

Index

© Springer Science+Business Media Singapore 2015 S. Uematsu, Long-term effects of Learning English, DOI 10.1007/978-981-287-493-1

160

J JACE test , 51, 55, 56, 95–98, 120,

123, 142 Japanese assistant teacher (JAT) , 4, 49, 50, 54,

115, 151 Japanese teacher of English (JTE) , 3, 36,

48–50, 115, 146 JAT. See Japanese assistant teacher (JAT) JTE. See Japanese teacher of

English (JTE) Junior high school N (JHS-N) , 108, 115

K Kenkyu (Special Schools for Research and

Development) , 2, 22, 23, 26, 27, 36, 38, 108, 145, 146, 149

Kokusai Rikai (International Understanding) , 2, 3, 23, 32, 36, 38, 50, 112, 125, 150

Kouzou Kaikaku Tokku , 2, 23

M Ministry of Education, Culture, Sports,

Science, and Technology (MEXT) , 2–4, 26, 37, 110, 115, 116, 120, 121, 151

N Native English teachers (NET) , 4, 48 Neyagawa city , 4–5, 7, 38, 48,

114, 115

O Ordinal scale , 34, 57

P Point-measure correlation coeffi cient , 57, 58,

75, 82

R Rasch measurement model , 56–57 Rate of acquisition , 13, 16

S Spanish studies , 15, 121 Super English Language High School

(SELHi) , 24, 32, 40, 146, 149

T Teaching English as a Foreign Language

(TEFL) , 5, 49, 120, 122 Tokku (a special educational district) , 1, 2, 4,

7, 36, 38–40, 48, 56, 151

U Ultimate attainment , 16, 17, 39

W WINSTEPS , 75

Index

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