Analyzing the merits of the 2020 English education reform regarding improving the English-speaking abilities of Japanese students
DOI:
https://doi.org/10.15503/onis2018.180.191Keywords:
Japan, education, English, reformAbstract
Aim of the study. The aim of this article is to discuss main cultural and systemic reasons behind the low progress rate of Japanese students in speaking English, and then to confront them with the currently introduced English education reform created in preparation for the 2020 Tokyo Olympics.
Methodology. The subject of the study were academic articles concerning the relation of the grammar translation method of teaching English, that is popular in Japan, to its university entrance exam system subsequently affecting the material covered by high school teachers, and the correspondence between Japanese culture and passive students. Secondly, the main points of the education reform are introduced, and analysed in relation to the earlier presented obstacles in developing speaking competences by Japanese students.
Results and conclusions. The article suggests that the reform will have a positive influence on students’ speaking skills through earlier introduction of lessons focused on speaking and improving teachers’ competences in terms of the language taught and knowledge of teaching methodology. However, the reform does not address the issue of passive students and behavior instigated by societal norms and promoted at schools. Moreover, it might not be able to effectively change university entrance exams which shape high school curricula. Due to insufficient amount of data related to the reform still being introduced, this article is a starting point for further research in the field of English education in Japan after the full implementation of changes.
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