TEACHING ENGLISH FOR THE FIRST TIME: ANXIETY AMONG JAPANESE ELEMENTARY-SCHOOL TEACHERS
BY TOMOHISA MACHIDA
DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Elementary Education in the Graduate College of the University of Illinois at Urbana-Champaign, 2011
Urbana, Illinois Doctoral Committee: Associate Professor Daniel James Walsh, Chair Associate Professor Peter Scott Golato Assistant Professor Randall W Sadler Professor Arlette I Willis Visiting Assistant Professor Hugh Bishop
ii Abstract English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English. This study investigated Japanese teachers’ English anxiety and its sources. Teachers’ anxietycoping strategies were also examined. English anxiety includes (a) anxiety about a teacher’s own English proficiency and (b) anxiety about teaching English. There were 133 Japanese elementary school teachers participating in the present study, as well one native English teacher, and three in-service teacher trainers. The Teacher Foreign Language Anxiety Scale (Horwitz, 2008), the Situational Teaching Anxiety Scale, follow-up interviews, and a survey were used in this study. .:"ý"#:"ý$% ( )
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