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Long-term effects of learning Englis...

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Long-term effects of learning Englishexperiences from Japanese primary schools /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Long-term effects of learning Englishby Shigeo Uematsu.
Reminder of title:	experiences from Japanese primary schools /
Author:	Uematsu, Shigeo.
Published:	Singapore :Springer Singapore :2015.
Description:	xi, 160 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	English languageStudy and teaching (Primary)Japan.
Online resource:	http://dx.doi.org/10.1007/978-981-287-493-1
ISBN:	9789812874931 (electronic bk.)

Long-term effects of learning Englishexperiences from Japanese primary schools /
Uematsu, Shigeo.

Long-term effects of learning Englishexperiences from Japanese primary schools /[electronic resource] :by Shigeo Uematsu. - Singapore :Springer Singapore :2015. - xi, 160 p. :ill., digital ;24 cm.

Preface -- Chapter 1 Introduction -- Chapter 2 Review of the Literature -- Chapter 3 Methods -- Chapter 4 (Preliminary) Analyses -- Chapter 5 Results -- Chapter 6 Discussion -- Chapter 7 Conclusion -- Appendices.

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 state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students' affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students' experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.

ISBN: 9789812874931 (electronic bk.)

Standard No.: 10.1007/978-981-287-493-1doiSubjects--Topical Terms:

725063
English language
--Study and teaching (Primary)--Japan.

LC Class. No.: PE1068.J3

Dewey Class. No.: 428.0071052

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520 $a 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 state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students' affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students' experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.
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