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Long-term effects of Learning English

Experiences from Japanese Primary Schools

  • Book
  • © 2015

Overview

Authors:
  1. Shigeo Uematsu

    1. Graduate School of Foreign Language, Kyoto Sangyo University, Kyoto, Japan

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  • Solves open problems in the analysis and structure of the long-term effectiveness of English learning at elementary schools (ELES) by employing quantitative and qualitative methods
  • Clarifies the challenges faced by students, teachers, and administrators at the front lines of ELES
  • Illustrates how future researchers can apply modern psychometric methods to analyze data obtained in ordinal (non-interval) scales
  • Features a comprehensive literature review, including a time-saving list for researchers in this field looking for a quick digest before undertaking their own research
  • Academically thorough design and statistical analysis make the results and the conclusion both reliable and compelling

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction

    • Shigeo Uematsu
    Pages 1-9

  3. Review of the Literature

    • Shigeo Uematsu
    Pages 11-45

  4. Methods

    • Shigeo Uematsu
    Pages 47-59

  5. (Preliminary) Analyses

    • Shigeo Uematsu
    Pages 61-94

  6. Results

    • Shigeo Uematsu
    Pages 95-105

  7. Discussion

    • Shigeo Uematsu
    Pages 107-118

  8. Conclusion

    • Shigeo Uematsu
    Pages 119-127

  9. Erratum: Chapter 3 Methods

    • Shigeo Uematsu
    Pages E1-E1

  10. Back Matter

    Pages 129-160
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Keywords

About this book

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.

Authors and Affiliations

  • Graduate School of Foreign Language, Kyoto Sangyo University, Kyoto, Japan

    Shigeo Uematsu

About the author

Dr. Shigeo Uematsu is Professor in the Department of Cultural Studies and the Graduate School of Foreign Language at Kyoto Sangyo University, Kyoto, Japan. He has published in several areas of second language acquisition mainly focusing on the investigation of the age effect on the acquisition of the target foreign language. English Language Learning and the Critical Period (2006), The Age Factor (multi-authored volume, 2011). His recent publication is The Effect of English Learning in Elementary School on Students' English Language Development in Junior High Schools. The Journal of Asia TEFL (2013).

Bibliographic Information

  • Book Title: Long-term effects of Learning English

  • Book Subtitle: Experiences from Japanese Primary Schools

  • Authors: Shigeo Uematsu

  • DOI: https://doi.org/10.1007/978-981-287-493-1

  • Publisher: Springer Singapore

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore 2015

  • Hardcover ISBN: 978-981-287-492-4Published: 15 May 2015

  • Softcover ISBN: 978-981-10-1377-5Published: 23 October 2016

  • eBook ISBN: 978-981-287-493-1Published: 05 May 2015

  • Edition Number: 1

  • Number of Pages: XI, 160

  • Number of Illustrations: 19 b/w illustrations

  • Topics: Language Education

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