scholarly journals Issues of Representation in Japanese Junior High School English Textbooks

2020 ◽  
Vol 2019 (1) ◽  
pp. 41
Author(s):  
Luke Houghton
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Speakers ◽  
High School English ◽  
Outer Circle ◽  
Japanese Students ◽  
Primary Users ◽  
English Textbooks

This study is an analysis of how English and “English speakers” were represented in Japanese junior high school textbooks. The frequency of nationalities shown as English-speakers and the frequency of nations and national landmarks mentioned in the textbooks were counted with reference to Kachru’s (1985) “circles” of English to identify areas of overrepresentation or underrepresentation. The ways in which English speakers were given voice were also investigated. The study found that, although the textbook authors attempted to represent the English language as spoken by a variety of nationalities, there was a bias towards representing Japanese students and inner circle nationals as the primary users of English, a severe lack of representation of people of outer circle nationalities as English speakers, and little discussion of varieties of English. 本研究では、中学生対象の検定教科書において、英語および英語話者がどのように表現されているかを調査した。英語話者として表現される国籍及び、国やその国を表徴するシンボルの頻度を記録し、ブラージ・カチルー（1985）が提唱した同心円モデルを使い、過剰表現又は表現不足の領域を調査した。この調査で、教科書はさまざまな国籍の人が話す「英語」を表現しようとしたが、日本人学生と内円（英語/第一言語）の国々の話者を英語の主なユーザーとして過剰表現する傾向があり、 特に外円（英語/第二言語）の国々に属する英語話者に関する表現や、様々な英語に関する議論が大幅に不足していることが分かった。

scholarly journals What Users and Uses of Englishes are Represented in the English Textbooks in China

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Xiaofan Zhang
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Outer Circle ◽  
The Us ◽  
English Textbooks ◽  
The Uk

To explore the representation of users and uses of Englishes in the textbooks, a series of English textbooks for junior high school in China were examined in this study. Findings from analysis of representations of users and uses of Englishes were presented. The results show that China, the UK and the US are dominant in the representations of users. Outer circle countries and expanding countries (other than China) have no clear representations.

scholarly journals A Study on Evaluation of the Integration of Chinese and Foreign Cultures into Oxford Junior High School English Textbooks on the Basis of Multicultural Education

2021 ◽  
Vol 11 (3) ◽  
pp. 33
Author(s):  
Dan YANG ◽  
Ziqi WANG
Keyword(s):  
High School ◽  
Cultural Identity ◽  
Multicultural Education ◽  
Junior High School ◽  
Junior High ◽  
Diversity Awareness ◽  
High School English ◽  
Foreign Culture ◽  
Communication Ability ◽  
English Textbooks

This paper studies the learner evaluation results of Chinese and foreign cultural materials in Oxford Junior High School English Textbook of Yilin Edition (2nd semester of Book 8) with a questionnaire. It finds that the content of Chinese and foreign culture in this edition is rich and diverse, which can cultivate students’ cross-cultural identity and communication ability. However, some typical problems exist, such as uneven distribution of Chinese and foreign cultures, lack of cultural diversity awareness, lack of interdisciplinary nature, falling to stimulate students’ learning enthusiasm.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals Readability Assessment of English Junior High School Textbooks by Implementing Cloze Procedure

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Rita Karmila Sari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
High School English ◽  
National Education ◽  
Grade Levels ◽  
Cloze Procedure ◽  
Viii And Ix ◽  
English Textbooks ◽  
Readability Assessment

<p>Textbooks that are too difficult to read will decrease students’ motivation in learning, while textbooks that are too easy to read will make students less interested in reading them. Therefore, the readability analysis needs to be done so that the textbooks used as learning media are suitable for the students who become the target readers of the books. This study analyzes the texts in Junior High School English textbooks entitled “English in Focus” grades VII, VIII, and IX published by the Center of Book Archieve of the Department of National Education by using cloze procedure. The tests were carried out in SMPN 1 Gunungputri and SMP Sejahtera 2 Cileungsi, involving students in grades VII, VIII, and IX. The texts tested were adapted to their grade levels. The tests were made in the form of 100 words which were then omitted at every 5th word. The readability results of “English in Focus” textbook are that not all texts in the book are suitable for students who use it. If the books are considered as suitable teaching material, these books need some changes because there are 6 texts from the total of 24 texts that are considered too difficult for students.</p><p>Keywords: textbook assessment, readability, cloze procedure</p>

scholarly journals Japanese Junior High School English Textbook Input and Wh-Question Formulation

2020 ◽  
Vol 2019 (1) ◽  
pp. 49
Author(s):  
Paul Lyddon ◽  
Hiromu Okamura
Keyword(s):  
High School ◽  
Second Language Acquisition ◽  
Junior High School ◽  
Junior High ◽  
Question Type ◽  
High School English ◽  
Advanced Learners ◽  
Question Types ◽  
Wh Questions ◽  
English Textbooks

Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of relevant wh-question types across the three grade levels of three popular ministry-approved JHS English textbooks. Although failing to support the research hypothesis, the results revealed a scarcity of noncopular main verb wh-subject questions. Given retrograde development of this particular question type, these findings suggest a possible need to explicitly sensitize learners to the distinctions between various wh-question types as well as provide additional implicit exposure to them. 第二言語習得研究では、英語のwh疑問文の種類によって習得速度に違いがあることが報告されている。Hasebe ＆ Maki（2014）による日本人中学生を対象にした調査では、wh疑問文の種類と英語の上達度の間に非順序的な交互作用があることに加えて、初級の学習者に比べ、中上級の学習者は主語疑問文でdo挿入を過剰に適用する傾向があることが分かった。この結果をもとに、中上級の学習者はdo挿入があるwh疑問文のインプットを、初級者よりも多く受けていると考え、日本の中学校で使用されている教科書に掲載されていた疑問文の例を調査した。その結果、インプットの量が影響しているという仮説は支持されなかったが、全体として主語疑問文の数が少ないことが分かった。Hasebeらで観察された学習者の主語疑問文の習得に対し、本研究の結果は、学校教育の場において主語疑問文のインプットを増やすことや、疑問文の種類の違いを明示的に指導する必要性があることを示唆している。

scholarly journals Iranian Junior High School Teachers' Perceptions and Attitudes towards their Newly-Published English Textbooks: A Study on Communicative Approach

2015 ◽  
Vol 6 (3) ◽  
pp. 943-959
Author(s):  
Jafar Rasti ◽  
Fatemeh Behjat ◽  
Ali Asghar Kargar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Educational System ◽  
English Language ◽  
Junior High ◽  
First Grade ◽  
Practical Consideration ◽  
English Textbooks ◽  
Language Type

Iranian students start learning English as a foreign language from Grade Seven in the first grade of junior high school to Grade Twelve in their formal educational system. However, their weak English production has encountered educational system with this serious question why students are not able to speak English despite a six-year instructional period at school. Since one of the effective factors in teaching a language is the textbook, this study focuses on the content of textbooks and teachers' attitudes toward the newly-published English textbooks. The study evaluates the quality of the Seventh Grade English language textbook, Prospect 1, for Iranian junior high school students, which was introduced first by the Ministry of Education in 2013. This research project evaluates the new textbook that is considered to be a fundamental shift in the English language schoolbooks in Iran. A questionnaire was used in this study to elicit the perspectives of 44 English language teachers. The questionnaire consisted of 40 items grouped under 7 main categories: Practical Considerations, Layout and Design, Activities, Skills, language type, subject and content, and conclusion. The data was subjected to analysis through descriptive statistics. The data were analyzed quantitatively. For the analysis of the responses to the questionnaires, Statistical Package for Social Sciences (SPSS 19.0) was used, and necessary calculations were carried out. The data in the questionnaire were analyzed using mean scores and standard deviations. The findings were generally in favor of the textbook except for the skills. The findings also revealed despite usual teachers' resistance to new changes, they have positive views toward the newly- published book. Moreover, although teachers' satisfaction in Conclusion, Layout and design, and Language Type is rather high, it seems they need more attention in comparison with Practical Consideration, Activities and Subject and Content.

scholarly journals Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta

2020 ◽  
Vol 9 (3) ◽  
pp. 628-636
Author(s):  
Mas Muhammad Idris
Keyword(s):  
High School ◽  
Junior High School ◽  
Intercultural Competence ◽  
English Language ◽  
Junior High ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Norms And Values ◽  
Different Cultures

Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.

Student and Teacher Attitudes Towards Junior High School English Language Speech Contests in Japan

2015 ◽  
Vol 4 (1) ◽  
pp. 26-38
Author(s):  
Philip Head
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Attitudes ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
High School English

English speech contests are popular in Japan for junior high school students. However, despite the popularity of these contests, there is little published research regarding student and teacher attitudes towards them, particularly at the junior high school level. In order to bring these views to light, a survey of student participants in local and prefectural speech contests in Japan, and their teachers, was conducted. In particular, the perceived benefits of speech contest participation, as well as student motivation and anxiety in relation to these contests were investigated.

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