Cooperative Learning in Elementary English Education

Implications From a Literature Review

Abstract

本研究は日本語で書かれた先行研究のレビューに基づき、初等英語教育における協同学習について調査した。初等教育現場においてグループ学習は頻繁に使用される活動で協同学習として語られることが多いが、協同学習と呼ぶには一定の条件を満たす必要がある。本調査ではJohnson and Johnsonによる協同学習の５ 要素を説明した後、CiNii Research で初等英語教育における協同学習について書かれた論文を検索し、分析した。考察から、これらの研究では初等英語教育の協同学習について概ねポジティブな結果が得られており、２つの共通点があることが分かった。１ 点目は協同学習を実施する際に守るべきルールを児童に提示していることである。２ 点目は児童の個人差について考慮する必要性を明らかにしていることである。よって、本研究から、初等英語教育で協同学習を実施する際には、これらの点をふまえた実践的な活動を考える必要性が示唆され、将来に活かせる知識を得ることができた。

Translated Abstract

This study investigates cooperative learning in elementary English education based on a review of literature written in Japanese. Group learning is frequently used in elementary education and is often referred to as cooperative learning， but specific conditions must be met for it to be considered as such. This investigation explains the five elements of cooperative learning proposed by Johnson and Johnson， then searches and analyzes papers on cooperative learning in elementary English education from CiNii Research to look for patterns. As a result， these studies generally showed positive outcomes and revealed two common points. The first is presenting guidelines for the students when implementing cooperative learning. The second is the need to consider individual differences among the students. The study results imply that these two points should be considered when implementing cooperative learning in elementary English education， a finding that can be utilized in future practice.

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