@article{oai:sucra.repo.nii.ac.jp:00015050,
 author = {靜, 哲人},
 journal = {英語授業実践学の展開 : 齋藤榮二先生御退職記念論文集},
 month = {},
 note = {This is part one of the serial reports on long-term efects of learning English prior to entering junior highschool. In this study using a 2004 data set collected from 510 Japanese students at a SELHi in Osaka, the relationship between (1) the duration and intensiveness of pre-junior-high English learning and (2) the high-school-days proficiency of the language and motivation to further improve it was investigated. Data concerning their English learning in early years and their current motivation were gathered using a survey, While their current proficiency was measured by an ACE battery of listening, reading, grammar, and vocabulary components. Both with respect to proficiency and motivation, the means of those who had learned English prior to entering junior high school were somewhat higher than those who had not. However, multiple regression analyses revealed that after sex, department, and grade factors are partialed out, pre-junior-high English learning was no longer a significant predictor of high-school-days proficiency or motivation., text, application/pdf},
 pages = {66--77},
 title = {小学校段階での英語学習が高校段階での英語力および動機づけに与える影響(Ⅰ）},
 year = {2007},
 yomi = {シズカ, テツヒト}
}