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Similar to Presentation for Computers in Language Learning Class - Osaka University
Presentation for Computers in Language Learning Class - Osaka University
- 1. Foreign Language Education Computers inLanguage Learning Group B
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- 4. 10 years old(5th grader). *Recently changed Age at when children start studying English
- 5. 70 at TOEFL Lowest level in Asia Japanese English Abilities
- 6. One of thefurthest Japanese have to take 2200 class hours to speak English fluently How much Japanese is similar to the English
- 7. There are bothJapanese teachers and native teachers in class. Native teachers do not come to every class (once or twice a week). English teachers in school
- 8. English education inJapan attach importance to reading and writing. Entrance exams for college do not usually include speaking and listening test (center test, the common first stage university entrance examination, includes listening test) That’s why most Japanese have to learn English in crammer or in home by themselves to speak or listen to English well. Special features
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- 10. Major: Chinese history Many Chinese friends as rivals interest to the educational gaps among Chinese Fierce competition for human resources acquisition Introduction: why China
- 11. Compulsory class inprimary school About 6 hours class every week The great deal of differences between urban areas and rural areas First step
- 12. Every student mustattend to English classes Graduation requirements 托福，雅思 Higher Education
- 13. Earn more money Attend foreign educational institutes /U.S./Japan/ Australia Many cram schools for IELTS, TOEFL,GRE,GMAT preparation Motivations
- 14. English education in Brazil DiegoKen Yabuki
- 15. By law, mandatoryfrom 6th year of Primary Education (1998) ◦ 10~11 years old ◦ Not necessarily English Until the end of Secondary Education ◦ 17~18 years old Foreign Language in Schools
- 16. Disparity: Public andPrivate Schools ◦ Lack of studying time: 1h30m at most per week (4h recommended) ◦ Lack of didactic materials and capacitated instructors Lack of interest/discipline from students Classes way too big Division by age, not by skill Issues on English Education
- 17. TOEFL (2012): ◦ ◦ ◦ ◦ ◦ Reading: 21 Listening:22 Speaking: 21 Writing: 21 Total: 84/120 IELTs (2011) ◦ ◦ ◦ ◦ ◦ Reading: 6.9 Listening: 6.8 Speaking: 6.9 Writing: 6.2 Total: 6.7/9 Proficiency Test Averages
- 18. Relatively similar Samebasic sentence structure: ◦ Subject => Verb => Object Cognates and False Cognates ◦ i.e.: Vocabulary – Vocabulário (Cognate) ◦ i.e.: Push – Puxar (False Cognate) Main difficulty: ◦ “th” sound Portuguese x English
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- 20. When they are 6 ◦Since 2008 ◦ It used to be 8 before then When do they start learning English?
- 21. The average scoreof TOEFL iBT: Reading 23 Listening 23 Speaking 22 Writing 22 Total 89 English abilities of Spanish people
- 22. A scholarship systemfor students and English teachers. More than 150,000 students and more than 10,000 teachers have used this system to study abroad. “Becas Mec” since 2007
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- 25. Start from 3rdyear elementary school student Stories and conversation style textbook 2-3 hours per week Poland English Education
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- 27. How well students can speakEnglish depends on teachers. Therefore, th e level is different among students. The Problem is…
- 28. My trip toPoland and what I felt there..
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- 30. Dutch and English Entrance procedure Half of the classes in English 365 euro per year extra costs Bilingual education in the Netherlands
- 31. Not always nativelanguage and English Japan is recognizing a demand for bilingual education International schools Bilingual education worldwide
- 32. Globalization Good wayto learn a language No focus on learning vocabulary and grammar rules Pros
- 33. Native language skillsmight be not fully developed I disagree, because of entrance examination Cons
- 34. From 32 schoolsin 2002 to 97 schools in 2013 Start at elementary school Competitor of gymnasium English as world language The future of bilingual education
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- 36. Started at theage of 12 When I started studying English, a big difference between Japanese and English puzzled me. English pronunciation and grammar are very difficult, even now. Satoki Kon
- 37. My personal affairsbefore entering into this university ◦ ◦ ◦ ◦ Failed to get credit of English classes No interest to foreign affairs Intention to specialize in Japanese history Admired Chinese history →after attenting to university・・・ Shohei Harai
- 38. English 11~17 y:School 12~14 y: Language School 14~16 y: Private Teacher 20 y: English School in Vancouver (2 months) Most helpful activity: reading manga Diego Ken Yabuki
- 39. Japanese 8~10 y:Improvised Japanese School 10~18 y: Nothing (forgetting all that I learned on the previous years) From 18 y. on: University’s Language Center Most helpful activity: watching anime and Japanese drama Diego Ken Yabuki
- 40. -I started goingto English conversation school when I was 10. -I started learning English at school when I was 12. -I had been staying in the US for 10 months in 2012-2013. -I feel my English ability is decreasing rapidly since I came back to Japan. Eriko Tanaka
- 41. Very happy withmy decision Speak a second language fluently Went on a lot of international school trips A TOEFL score of 114 without practice Anna Goense
- 42. From junior high school. 50minutes classes×5 per week The teachers are japanese. Keisuke Naito
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