English education in Japan begins as early as 1600 with initial contact between Japan and Europe. Almost all high school graduates in Japan have had several years of English language education; However, there are still many who do not have fluent English conversation skills.
Video English-language education in Japan
Histori
The earliest records of initial contact between Japanese and native English speakers took place around 1600 when it was believed that Tokugawa Ieyasu, founder of the Tokugawa Feudal Government, met with the Englishman William Adams. Although it was reported that the only translator between the two men was only experienced in Portuguese, it did not stop Tokugawa Ieyasu from having a very positive relationship with William Adams who remained in Japan for the rest of his life.
However, after the death of Tokugawa Ieyasu in 1616, a change in foreign policy Bakufu ordered the closure of a British merchant's office in 1623, which consequently prompted Britain to leave Japan. Britain was denied permission to return in 1673. In 1808, the British ship Phaeton seized the goods in Nagasaki and in 1825 Bakufu ordered the feudal rulers to drive out all foreign ships, except for the Netherlands and China.
The first translation of each English grammar book into Japanese was done by Shibukawa Rokuzo, a Bakufu high official who had studied Dutch, in 1841 when he translated Murray Grammar from Dutch to Japanese. Then in 1848, American Ranald MacDonald came to Japan, after pretending to be stranded, and taught English to fourteen official Japanese-language translators in Nagasaki under orders from Bakufu. This will be one of MacDonald's students named Moriyama who will act as a translator between the United States and Japan to establish trade relations.
After being rescued from a shipwreck and studying in the United States for ten years, Nakahama Manjir? wrote an English textbook called Ei-Bei Taiwa Shokei (Shortcut to Anglo-American), which uses Japanese kana for pronunciation and sequence kanbun (classical Chinese) system. This text will be influential in shaping the teaching and learning methods of English in Japan.
Yokohama Academy, one of the first English schools, was founded in Japan by Bakufu in 1865 where American missionaries such as James Curtis Hepburn taught there. In 1874, there were 91 foreign language schools in Japan, of which 82 of them taught English. And in 1923, the Englishman Harold E. Palmer was invited to Japan by the Ministry of Education, where he later found the Research Institute in English Teaching in Tokyo and introduced an oral-oral approach to teaching English. However, starting from the 1880s, when Japan quickly became a modern state, books like Shiga Shigetaka Nihon Jin (????? or ???) (Japanese) began to appear in surface. ordered to warn the Japanese public about the alleged danger of Western influence. Therefore, until the end of World War II, there was growing tension between Western ideology and national pride among the Japanese.
In modern Japan, there seems to be conflicting views on how Japanese people see English. On the one hand, there seems to be a lot of interest in acquiring English knowledge, which can be demonstrated by the annual increase of the EEPPEP STEP applicants and the number of Japanese media outlets that have begun incorporating English language programs into their repertoire, to participate in the global economy and the international community. While at the same time, writers such as Henry J. Hughes and Mike Guest point out that Japan maintains itself as one of the most independent states on Earth because of its remarkable geographic isolation and translation industry resulting in almost no need for daily English. life.
The modern English-speaking industry has recently experienced a tremendous explosion, followed by a number of difficulties, including the declaration of bankruptcy for two enormous English school conversation chains.
Maps English-language education in Japan
Difficulty
Japanese students experience great difficulty in learning English, due to the fundamental differences in grammar and syntax, as well as important differences in pronunciation. The Japanese word sequence, the frequent disappearance of subjects in Japanese, the absence of articles, the absence of plural forms, as well as the difficulties of discriminating l and r all contribute substantially to the problem of using English effectively. Indeed, Japanese tend to score relatively low on international English tests.
An additional factor is the use of English in everyday life for "decorative" or "design" rather than functional purpose. That is, for Japanese consumption, not for English speakers, and as a way to appear "smart, sophisticated and modern". Indeed, it is claimed that in such decorative English "there is often no effort to try to improve it, so do most of the Japanese population... have tried to read the elements of British design in question... There is therefore less emphasis on spell checking and grammatical accuracy. "Thus the exposure of English encountered in daily life in Japan is unlikely to help as a learning aid. (see Engrish)
School system
According to the Ministry of Finance (Japan), in fiscal year 2004 (TA), General Accounts expenditures for educational and science-related measures were ¥ 6,133.0 billion (or approximately $ 70.8 billion). Japan is ranked 34th in the world in the United Nations Educational Index, but scores high on science according to PISA.
MEXT takes steps initiated in 1998 for a select number of state primary schools to have compulsory English language classes; many Japanese parents send their children to Eikaiwa school even before elementary school. According to the 2003 statistics provided by MEXT [1] children from ages 12 to 14 spend about 90 hours each year in school classroom settings.
Traditionally, the Japanese have used the Grammar-translation method, in part thanks to the Nakahama Manjir system? Kanbun, to teach their students how to learn English. However, there are innovative ways that have been adapted into and out of the classroom setting where mobile phones and pop culture have been used to teach Japanese students.
In April 2011 the teaching of English became mandatory starting in the 5th grade of elementary school (age 10).
It is planned to create a mandatory English language class for third and fourth grade students, and turn them into full lessons for fifth and sixth graders by 2020.
Private sector
The private language school for English is known as eikaiwa. The biggest of these chains are Aeon, GEOS, and ECC; only ECC and AEON have not filed for bankruptcy. This industry is not well regulated. Nova, which was originally the largest chain with more than 900 branches in Japan, collapsed in October 2007, leaving thousands of foreign teachers with no money or shelter. Other teachers work in universities, although most university positions now require a bachelor's degree or higher.
Agents, known in Japan as haken , or shipping companies, are increasingly sending English speakers to kindergartens, elementary schools, and private companies whose employees need to improve their English for business. Institutions have recently vied for contracts from various Education Boards for Primary, Secondary and High Schools, so teachers' wages continue to decline over the past four years.
The average wage for teachers in Japan is now under 250,000 Yen per month, although it can go up a bit depending on the experience. Along with wages, working conditions also continued to decline, resulting in industrial action and combat in court that have made news in the local and international press.
JET Program
The Japanese Exchange and Teacher Program is sponsored by the Government of Japan to assist language teachers in Japanese secondary and secondary schools in rural Japan and cities in Japan.
Cultural differences
When it comes to communicating in English, many Japanese students tend to be anxious about the likelihood of sounding tripping over their words or not making themselves clear; therefore, they shy away from speaking English at all. However, by addressing students' anxieties, English instructors can help to generate cognitive, effective, and behavioral strategies in which students can use to address the anxiety they experience in English classrooms. "Demotivation can negatively affect student attitudes and behaviors, decrease classroom dynamics and teacher motivation, and produce long-term, broad-based negative learning outcomes." In addition to helping students get out with their anxieties, teachers should also have good ideas about student learning strategies and their motivations, so that he can focus on "positive motivations that will help the students in obtaining new information and reduce the negative motivational effects that can interfere second language acquisition of students ".
See also
- Ministry of Education, Culture, Sports, Science and Technology
- Teach English as a foreign language
- Glossary of terms and ideas of language teaching
External links
- JET - Japanese Language Exchange and Teaching Program
- Jetsetter Jobs - English Program in Japan
References
Source of the article : Wikipedia
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