This study examines Japanese high school students’ logical development of ideas (LDI) through writing activities using various types of concept maps (CM). The result suggests 1) the most effective CM is a type including the task to reconstruct the ideas, 2) cognitive processing with reconstruction and repeat training contribute to improve LDI, and 3) the students’ awareness of the LDI improves.

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This study is an initiative that aims to help elementary school students notice the prosodic difference between Japanese and English as well as vowels and consonants. The results of the experiment proved that pronunciation of the students who took the instruction devised improved significantly in intelligibility for native English speakers.

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