抄録
In high school English education in Japan, teachers tend to focus on what to teach, and little attention is paid to how much of the language knowledge they have taught is actually acquired by their students. What is taught in junior high school is a basis of what students learn in high school. Unfortunately, however, little is known to what extent Japanese high school students acquire what they have learned in junior high school. This study is a follow-up study of Kanatani et al. (2017), which examined over 5000 Japanese high school students’ acquisition of English which was learned in junior high school. Six Junior-High-School English (JHSE) tests including Rapid Reading, Listening, Dictation, Translation, and Picture Description tasks were administered to 77 Japanese high school students. The results of the JHSE tests were reported as well as the relationships among the tests and to the scores of the university entrance exam. The performance on the dictation task was significantly correlated with the other five tests most strongly, suggesting that the dictation task can most validly assess the English proficiency that is based on what is taught in junior high school. Furthermore, significant positive relationships were found between the JHSE test scores and the scores of the entrance exam. The dictation score predicted students’ performance on the university entrance exam most strongly.
