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1. Introduction:Purpose and significance of your research
1-1. Purpose of this research
1-2. Significance (why it is important)
2. English language teaching in Japan
3. Research Questions
4. Finding (Result)
4-1. Major findings
4-2. Suggestion (practical approach)
5. Conclusion
5-1. Summary of research project
5-2. Further Research
6. References

synthesis

Some similarities and issues can be found in five academic journal articles: “Current Perspective on Teaching the Four Skills”(Eli Hinkel), “The Acquisition and Labor market value of Four English Skills:New Evidence from Nals”(Arturo Gonzalez), “The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Turkey”(Hakan Aydogan), “What Four Skills? Redefining Language and Literacy Standards for ELT in the Digital Era”(Heather Lotherington), Integration of Language Learning Skills in Second Language Acquisition”(Aneela Akram, Ameela Malik). There are two issues.
The first approach is that ELT is not good Speaking skill in English skills. When ELT learn English for the first time, they listen English sound at native. Of course, they can’t listen about it perfectly. So, it just motivate ELT learners to study English. To be honest, starting to study English for ELT leaners is speaking easy words or sentences. For example, “Hello.”, “Nice to meet you”, and “I am (own names)”. And next, they study English grammars as writing and reading. I think the study is good, but in fact it is not. The time for to study speaking is not enough. ELT learners just repeat what teacher said or written at textbooks. So, they didn’t practice speaking what they want to say in English. This is an issue.
The next approach is change in English education. At English education, English four skills are integrated, and it changed how to teach them. Teachers teach them in practical situation. For example, it is English communication activity. So, increasing opportunities of activity.
These are causing at current English Education. I should more study about how to teach English four skills. This study found just a situation of current English education.

Annotated Bibliography

Reference

Eli, H. (2006).  Current perspectives on teaching four skills.  Tesol quarterly40(1) 109-131

Summary

This article presents an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future.  Also highlighted highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 speaking, listening, reading, and writing.

Assessment

This article is written about what I want to know.  When I read this article, I can get usefulness for my research topic.  So, this article is useful for me.

 

Reflection
Through reading this article, I learned recent development in second language teaching.  In Japan, English education is getting development.  At 2020, English eduction will be developed again.  At that time, what can Japanese English teachers
do in classes.  They must not do same classes.  Of course, Japanese English teachers  device how to teach English four skills.  So, I want to read other articles about how to teach English four skills.

Lesson 19: A list of sources

1 Yosuke Hukumoto(2019) 英語学習者と英語教育のいびつな関係 日本福祉大学全学教育センター紀要 = The Journal of Inter-Departmental Education Center(7), 31-41

2 Gillies Hamish(2019) Integrating the Four Skills for the Next Generation of Japanese Teachers of English 英文オンライン= Eibun Online(1), 20-25

3 Muramoto Erica Maria, Karsten Angela Marli, Nagatani Luzinete de Lima Nakajima Yukiko(2018) 日本における英語四技能(聞く・話す・読む・書く)の向上ー多様なアプローチの可能性  研究ノート共愛学園前橋国際大学論集(18), 389-400

4島田英招, 鈴木俊太郎, 田中江扶(2018) 英語及び英語学習に対する信念の構造と4技能間比較 信州大学教育学部研究論集(12), 53-62

5塩原フランセス(2018) Integrating 4 skills in a short project-based course.  Jounal of the Faculty of Letters, Kobe Shoin Women’s University = 文学部篇 : JOL(7), 1-12

6  MILLER Jerry, GLOAG Douglas, PEPPARD Jason(2017) Freshman English and the Four Skills : Where Can We Improve? 東北英語教育学会研究紀要 = TELES journal (37), 65-75

7 小島由美(2017) バイリンガル形式の英語教育を考える : 4技能を駆使した指導法を探って 地域社会デザイン研究 = The jounal of community design studies (5), 27-36

8 白鳥金吾(2017) ヨーロッパ言語共通参照枠(CEFR)による日本人英語学習者の英語力及び技能別の特徴に関する研究 北星学園大学短期大学部北星論集(15), 1-9

Lesson17: Research Topic

My research topic is “The difference of four skills (Speaking, Writing, Reading, Listening) level and what are the influence of English education and students English level.  This is my research topic.

I have a question that “Why do I feel I am good at Listening more than Speaking.  I have the Eiken Grade Pre-2.  However, I am not good at Speaking more than Listening, Writing and Reading.  Certainly, I have the Eiken Grade Pre-2, but why is the diffrence of these skills level?  In this way, people have good at skills and not good at skills.  This is natural.  However, the evaluation ( example: Eiken, TOEIC, TOEFL and so on) is true?  That show the person’s English skills level accurately?

Lately, Japanese have oppotunities of using English in their taking with foreigners.  In this situation, What is the most important English skills?  And what skills are a lot of using? In English education, this question is important, I think.

I show you my questions.  I want to know this topic so I choose them.  I think these questions are important when we teach English.  The result of this topic show problems of students English skills and may discover the solution.  So, this topic is also useful when we become teachers.

Explain the background information of each poems

A Preparatory school

 When I was ten years old, I study English in a preparatory school.  My English teachers are elderly man and elderly woman.  For me, they are my respected teachers.  They influence on me.  Due to them, I like English, I think.  So, I wrote the poem about them.  They are so kind to students.  Their classes so fun, and I felt relax while studying English at the preparatory school.  The memory made me happy, and I enjoyed studying English.  The memory is important.

Singing

 When I was an elementary school student, I was singing in English classes.  We sang English songs.  This is also important memory for me, so I wrote the poem about it.  I remember that when I was an elementary school student, I often sang English songs.  I only remember that about English class in the elementary school.  I did not feel that we were learning English in the elementary school classes.  However, those are English class.  I enjoyed English classes, but I didn’t think that those were English classes.

My ALT

 My ALT in the elementary school was kind, tall, and handsome.  I respected him when I was an elementary school student.  This is important memory for me, so I wrote the poem about it.   He was American.  For me, this was fresh impression.  I am not familiar with foreigners.  That is because I was Japanese boy, and my friends, my teachers, my family were Japanese people.  So, I didn’t met foreigners.  When I met my ALT, I met foreigner for the first time.  I thought he was so cool, and I respected him.

Speech in English

 When I was a junior high school student, I had to make speech in English in English classes.  The feeling at the time is important for me, so I wrote the poem about it.  Speech was so difficult for me.  Moreover, speech in English is more difficult than one in Japanese.  And also, I was shy boy.  I did not want to do speech in English in front of other students.  I am so nervous.  It is hard for me.

3 Explain the background information of each poems

  • A Preparatory school

 When I was ten years old, I study English in a preparatory school.  My English teachers are elderly man and elderly woman.  For me, they are my respected teachers.  They influence on me.  Due to them, I like English, I think.  So, I wrote the poem about them.  They are so kind to students.  Their classes so fun, and I felt relax while studying English at the preparatory school.  The memory made me happy, and I enjoyed studying English.  The memory is important.

  • Singing

 When I was elementary school student, I was singing in English classes.  We sang English songs.  This is also important memory for me, so I wrote the poem about it.  I remember that when I was elementary school student, I often sang English songs.  I only remember that about English class in the elementary school.  I did not feel that we were learning English in the elementary school classes.  However, those are English class.  I enjoyed English classes, but I didn’t think that those were English classes.

  • My ALT

 My ALT in the elementary school was kind, tall, and handsome.  I respected him when I was elementary school student.  This is important memory for me, so I wrote the poem about it.   He was American.  For me, this was fresh impression.  I am not familiar with foreigners.  That is because I was Japanese boy, and my friends, my teachers, my family were Japanese people.  So, I didn’t met foreigners.  When I met my ALT, I met foreigner for the first time.  I thought he was so cool, and I respected him.

  • Speech in English

 When I was junior high school student, I had to make speech in English in English classes.  The feeling at the time is important for me, so I wrote the poem about it.  Speech was so difficult for me.  Moreover, speech in English is more difficult than one in Japanese.  And also, I was shy boy.  I did not want to do speech in English in front of other students.  I am so nervous.  It is hard for me.

  • Grammar

 Grammar is so important things when we learn English.  So, the memory is important, I wrote the poem about it. When I was high school student, I learned grammar hard. I didn’t like studying grammar because it is so difficult. But I studied hard for exam of university

2. Explanation of your theme

The theme of the book is memories of my English education.  These memories are my experiences.  For example, they are classes of my school, preparatory school, ALT in my junior high school, speech in English, reading articles and so on.  Poems in this book are related to my experiences.  All these memories gave me some impacts.  One of them gave me an effort.  And one of them made me negative feelings like shy, nourvous, and sad.  One of them gave me some questions about English.  So, I began to make an attention about English by all these memories.  These memories are so important for me that I chose these ten memories.

Poetry 3

Extensive Reading

What’s extensive reading?

Do we really need that?

I think reading books in Japanese is more interesting

than reading them in English

Why should we do extensive reading?

Because it is important for us

I know that

But we neglect that

Grammer

It is important for us

to understand English sentence

to talk with people in English

to listen English songs

We really understand that

But we don’t like learnig Grammer

How to read

When we read English sentence

we have some ways to read that

Skimming

Scanning

Close Reading

I use these ways

But I can’t understand English sentence

Reading articles

We read articles

to get a credit

so long journey

very long

We fall backward many times

But

We get up on our feet

Our mind will be storonger