Long-term effects of Learning English: Experiences from Japanese Primary Schools

166 Pages·2015·2.582 MB·English

by  Shigeo Uematsu (auth.)

Shigeo Uematsu
Long-term
eff ects 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 (eBook)
DOI 10.1007/978-981-287-493-1
Library of Congress Control Number: 2015936037
Springer Singapore Heidelberg New York Dordrecht London
© Springer Science+Business Media Singapore 2015
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Pref ace
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 elemen-
tary school settings worldwide were examined. Second, Japanese studies focusing
on the subsequent profi ciency development of those students who studied English
in elementary school are reviewed. Third, Japanese studies focusing on the transfor-
mation 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 meth-
odology used in this study is presented, including a description of the participants,
the instruments used in this study, and the procedures. In Chap. 4 , an (preliminary)
analysis of the data is presented. In Chap. 5 , the results of the data analyses are
reported for each research question and hypothesis. In Chap. 6, an interpretation of
the results is presented along with a description of the contribution of this research
to the fi eld of foreign language education and the pedagogical implications for the
implementation of English instruction in elementary schools.
In Chap. 7 , Conclusion, the fi ndings of the study are summarized, educational
implications for policy-makers are suggested, the limitations of the study are
addressed, and future research directions are described.
Kyoto, Japan Shigeo Uematsu
v

Acknowledgments
This book has had a long history, though in the context of the implementation of a
new English curriculum in elementary school, it can be seen as evolving over an
extended period of time. Students, teachers, administrators, my colleague, and pub-
lishers have contributed in countless ways to the production of this volume, and I
would like to gratefully acknowledge the diverse support I have received.
The students and colleagues who participated and helped in my research study
generously worked with me as a teacher, researcher, and as a friend. Despite their
many commitments at the research sites and workplaces, they made the time to
write, to meet, and to talk. Their openhanded assistance has made this work possi-
ble. I extend to them my warmest thanks.
T his book was developed from my doctoral thesis, supervised by Dr. David
Beglar of Temple University, Japan. With compassionate words, David advised me
not to fear theory, but to harness it to inform and update my research in provision for
a fully fl edged nationwide English curriculum in elementary schools in 2020.
Teachers, administrators, and the Board of Education of Neyagawa city contributed
to numerous discussions on elementary school English language learning and teach-
ing. Among them, I would especially like to thank Hisako Tatsuta and Tono Atusko
for their involvement and assistance throughout the period of this study. I would
also like to extend my great appreciation to the students of Junior High School A
and B. Without their understanding and participation in this study, it might not have
seen the light of day. My colleague Dr. Peter Gobel carefully proofread the manu-
script, checked the references, and has been a constant source of invaluable com-
ments based on his insight and knowledge in the fi eld of applied linguistics. I am
indebted to him immensely.
I would like to acknowledge the signifi cant contribution of Liu Lawrence, the
editor of this series. His careful and encouraging commitment to this book was
inestimable. His contribution to my work, and to the fi eld of language learning and
teaching, especially in an Asian context, has been profound. I would also like to
thank the numerous readers, proofreaders, and designers at Springer, who have
worked diligently to expedite the publication of this book. I appreciate the effi -
ciency of all these professionals. I am also very grateful to the Grant-in-Aid for
vii
viii Acknowledgments
Scientifi c Research from the Ministry of Education, Culture, Sports, Science and
Technology, Japan (2007–2010), and the Japan Society for Scientifi c Research
(2010–2013), which have given me fi nancial support at different stages of this
project.
W ithout the unconditional love of my family, I could not have completed this
work. Masayoshi Uematsu, Itoko Uematsu, Tomomi Uematsu, Ken Uematsu, and
Akiko Sugiyama have been unfailing in their support. I am deeply grateful to them
for cheerfully accepting that family does not always come fi rst.
Contents
1 Introduction ............................................................................................. 1
Overview of the Study .............................................................................. 1
History of ELES in Japan ......................................................................... 2
Neyagawa City: An ELES Pilot ................................................................ 4
Necessity of Research and Hurdles for Its Implementation ...................... 5
Pros and Cons for ELES in a Japanese Context ....................................... 6
Reasons Why We Need More Research .................................................... 6
Who Will Benefi t from Reading This? ..................................................... 7
References ................................................................................................ 7
2 Review of the Literature ......................................................................... 11
Foreign Languages in Elementary School Settings .................................. 11
Japanese ELES Studies on Subsequent Profi ciency Development ........... 18
The First Report of Subsequent Linguistic Development ......................... 18
Reports of Favorable Subsequent Linguistic Development:
JASTEC Research (1986–1993) Studies at Private Institutions ............... 19
Reports of Favorable Subsequent Linguistic Development:
Studies at Public Schools .......................................................................... 22
Reports of Unfavorable Subsequent Linguistic Development:
Studies at Private and Public Schools ....................................................... 26
Japanese ELES Studies on the Transformation of Students’
Motivation and Attitudes ........................................................................... 29
Reports of Favorable Subsequent Motivational
and Attitudinal Development .................................................................... 29
Reports of Unfavorable Subsequent Motivational
and Attitudinal Development .................................................................... 34
Other Japanese ELES Curriculum Evaluation Studies ............................. 35
The Gaps in the Literature ........................................................................ 37
The Purposes of the Study ........................................................................ 38
Research Questions ................................................................................... 39
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