@article{oai:dwcla.repo.nii.ac.jp:00000449,
 author = {飯田, 毅 and Teele, N.J. and 桑山, 智成 and IIDA, Tsuyoshi and TEELE, N.J. and KUWAYAMA, Tomonari},
 journal = {同志社女子大學學術研究年報, Doshisha Women's College of Liberal Arts annual reports of studies},
 month = {Dec},
 note = {application/pdf, AN0016561X-20051225-1, This paper reports the first part of the project on developing undergraduates' fundamental skills of English conducted with a large class. The goals of this project are 1) to investigate the students' knowledge of English grammar and vocabulary, and their reading ability; 2) to create courses titled Comprehensive Practice in English I, II, III, and IV for students of the English department, aiming at developing their fundamental skills of English; 3) to evaluate and improve Comprehensive Practice English I, II, III, and IV. The present paper concentrates on the first part of the project, which investigated the students' basic skills of English before entering university, employing the TOEIC, a writing test, a metalinguistic knowledge test (written and spoken versions), and the MLAT (Modern Language Aptitude Test). First, the TOEIC results for the freshmen from 2003 to 2005 were compared by ANOVA, finding that there were not any significant differences between them. The results suggest that although differences in students' English proficiency are increasing year by year, the means of the TOEIC in these years have not changed. It also found out that they are generally categorized as low intermediate learners. Second, when dividing participants into formal learners who mostly studied English in Japan (N=222) and informal learners who stayed in English speaking countries more than a year (N=13) and comparing the results of the tests, we found that there were significant differences between L2 proficiency (the TOEIC), metalanguage aspects, the correction and the justification parts of the Metalinguistic Knowledge test (written version), and identification of the Metalinguistic Knowledge test (spoken version). This indicates different learning conditions between formal learning and informal learning influence analysis and control in metalinguistic knowledge. Finally the results of the metalinguistic knowledge test clarified that their metalinguistic knowledge is not yet fully developed. It is concluded that we need to create courses to develop not only students' fundamental skills in English but also their metalinguistic knowledge., 論文 (Article)},
 pages = {1--12},
 title = {大クラスにおける英語基礎能力育成のための授業に関する基礎研究 (1)},
 volume = {56},
 year = {2005},
 yomi = {イイダ, ツヨシ and クワヤマ, トモナリ}
}