Abstract
During spring 2007, special needs education became part of Japan’s school education program by the Japanese Ministry of Education, Culture, Sports, Science and Technology. Education at schools must create an environment in which all the students have the opportunity to receive an equal education. With that in mind, remember the students with special learning disabilities. These students experience a lot of trouble with learning things using the ordinary teaching approaches. It should be noted that teaching approaches in Japan have remained basically unchanged especially in English education for decades. My presentation presents a step-by-step approach to an effective way of learning for students who need special support as well as ordinary students. I directed focus on word learning using pictures displaying the target word without English spelling or Japanese meaning assistance. Four days of experimental lessons were conducted on 87 seventh graders at a public junior high school. The students were divided into two classes according to their mid-term examination scores. Their pronunciation skills were measured by a native English speaker. The experimental lessons using pictures showed that they were able to achieve significantly higher scores than with no picture lessons. Also found was that even the everyday students in the classroom have difficulty learning word pronunciation, spelling and meaning at the same time. The results clearly indicate the importance of needing a step-by-step approach to effectively teach English vocabulary to our students who are in the public school classroom.
Author Information
Hiromi Oshima, Shinshu University, Japan
Paper Information
Conference: ACLL2015
Stream: Language education
This paper is part of the ACLL2015 Conference Proceedings (View)
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