論文 - 尾上　利美

教員養成課程で学ぶ学生の英語発音および小学校での英語音声指導に対する意識ー統合的フォニックス学習の前後を比較してー

尾上 利美

中部地区英語教育学会 紀要   ( 54 ) 89 - 96   2025年01月  [査読有り]

共に創り上げる校内研修－小学校外国語・外国語科の授業づくりと評価についての研修を事例としてー

尾上利美, 髙岡美奈, 浪元悦子

和歌山大学教育学部紀要   ( 73 ) 41 - 48   2023年03月

外国語科（英語）におけるICTの活用―小中連携・接続の視点から―

尾上 利美

和歌山大学教育学部研究紀要―人文科学―   68 ( 2 ) 71 - 77   2018年02月

小学校英語教育へのフォニックス導入に関する一考察

尾上 利美

和歌山大学教育学部研究紀要―人文科学―   ( 67 ) 75 - 80   2017年02月

外国語活動における合科的・関連的な指導に関する一考察

尾上 利美

『点描―欧米の文学Ⅶ』 大阪教育図書     115 - 131   2015年

小学校外国語活動の充実にむけて―少人数を対象とした科学工作「紙バネ」制作の実践より―

尾上 利美

『点描―欧米の文学Ⅵ』 大阪教育図書     187 - 206   2013年

中学校英語教科書におけるohの様相－出現頻度・位置・文脈による分析－

尾上 利美

吉村あき子・須賀あゆみ・山本尚子（編著）『ことばを見つめて―内田聖二教授退職記念論文集―』英宝社     403 - 413   2012年03月

中学校英語教科書におけるohの語義

尾上 利美

中部地区英語教育学会紀要   ( 42 ) 25 - 32   2012年  [査読有り]

日本人英語学習者の英語前置詞の知識－日本語助詞「で」に和訳される英語前置詞の使用調査より－

尾上 利美

『点描―欧米の文学Ⅴ』 大阪教育図書     249 - 284   2010年

一関高専における学科横断・科目連携型の総合的環境教育の実施

白井仁人, 平林一隆, 梅野善雄, 千葉圭, 西山憲夫, 渡辺仁史, 二本柳譲治, 尾上利美, 星朗, 明石尚之, 佐藤要, 菅野昭吉, 貝原巳樹雄, 福村卓也, 長田光正, 照井教文, 埜上洋, 佐藤昌也, 安東宏晃, 若嶋振一郎

高専教育   ( 32 ) 645 - 649   2009年03月  [査読有り]

英語を通して日本語知る外国語活動－奈良女子大学附属小学校における実践を例に－

尾上 利美

人間形成と文化：奈良女子大学文学部教育文化情報学講座年報   ( 7 ) 243 - 252   2009年

英語教育と「文化」に関する一考察－小学校および中学校における英語教育を中心に－

尾上 利美

『点描－欧米の文学Ⅱ』大阪教育図書     105 - 123   2006年03月

日本語の世界も広げるという視点からの小学校英語教育

尾上 利美

教育システム研究（奈良女子大学教育システム研究開発センター）   ( 1 ) 24 - 34   2005年03月

外国語学習研究序説－「年齢の影響」に関する批判的検討－（博士論文）

尾上 利美

奈良女子大学大学院人間文化研究科     2005年03月

母語の意味体系に媒介される外国語学習

尾上 利美

人間文化研究科年報（奈良女子大学大学院人間文化研究科）   ( 20 ) 13 - 25   2005年03月  [査読有り]

第二言語習得における年齢概念の研究

尾上 利美

人間形成と文化：奈良女子大学文学部教育文化情報学講座年報   ( 5 ) 39 - 50   2004年03月

第二言語習得研究における生得的アプローチの成果と課題

尾上 利美

人間文化研究科年報（奈良女子大学大学院人間文化研究科）   ( 17 ) 29 - 39   2002年03月  [査読有り]

4年生および6年生の英語分節音素識別能力の習得速度

尾上 利美

人間形成と文化：奈良女子大学文学部教育文化情報学講座年報 ( 奈良女子大学 )  4 ( 4 ) 105 - 114   2000年08月

　概要を見る

There have been many empirical studies investigating age-related differences in natural and classroom environment. From the results of these studies, researchers suggest that older learners are faster in a rate of acquisition and younger learners are better in ultimate attainment. Applying these findings as if they were undeniable principles to every language learning situation may be problematic. Thus, these findings need to be further investigated according to a learning setting. The purpose of this paper is to explore whether or not older learners are faster in acquiring English phoneme discrimination ability in classroom environment. Since little is known about the relationship between age and second language acquisition of Japanese learners, this study will give some basic insights on this matter, age and rate of acquisition in particular. In the study, Japanese elementary school pupils in fourth and sixth grade, who took formal English lessons for about a year on a school base, were given the English sound discrimination test. The test involves ten sets of phonemes contained in minimal pair words, such as, b/v, s/∫, r/l, s/θ, f/h, e/i, 〓/∧, ou/〓 : , u : /u, and a : /〓 : . Pupils listened to the pre-taped English pronunciation by a native English speaker, and then marked either ○ or × according to their judgements on an answer sheet. Fourth and sixth graders were compared and the t-test was carried out. Sixth graders performed significantly better (p < .05) than fourth graders. Those who had or have been taking private English lessons were excluded from each grade in order to eliminate possible learning effect from private lessons. The rest of each grade, fourth graders with no English experience (Non-Ex 4th graders) and sixth graders with no English experience (Non-Ex 6th graders), were compared and the t-test was performed. Non-Ex 6th graders performed better (p < 0.1) than Non-Ex 4th graders. To discover a rate of acquisition speed after one-year formal instruction, the mean score of this test (posttest) for each grade was compared with that of pretest administered before the formal instruction began and the t-tests were done. Sixth graders progressed (p < 0.1), but fourth graders declined in the mean score on the posttest (p < 0.1). Non-Ex 6th graders progressed significantly (p < .05), but Non-Ex 4th graders didn't show any changes in the mean score. The result of this study reveals that the older learners, sixth graders, progressed faster than the younger learners, fourth graders, in an acquisition of discriminating English phonemes when they received almost the same lessons for the same amount of time. However, considering the fact that this study couldn't uncover the progress among fourth graders, reliable measurement needs to be established.

英語学習開始前の4年生および6年生の英語分節音素識別について－一斉英語教授前の分節音素識別テストから－

尾上 利美

人間形成と文化：奈良女子大学文学部教育文化情報学講座年報 ( 奈良女子大学 )  3 ( 3 ) 149 - 158   1999年02月

　概要を見る

On the issue of age effect in second language acquisition, it has been suggested that older learners are faster in acquiring a second language than younger learners, and younger learners become more proficient than older learners. However, empirical studies concerning the acquisition speed and the ultimate attainment yet show different results : Younger learners are better in attainment than older learners, and vice versa. To make matters worse, it is very difficult to compare the results of studies with other studies that have applied very different research methods. Moreover, the knowledge, which the learners already internalized in the second language, has been paid little attention. I should point out that assessing "the learner's ability, especially when examining the acquisition speed, is important because different aged learners may already differ from the starting point. To investigate whether or not there already exist any differences in discriminating English phonemes in different aged groups before beginning the acquisition, this small research was conducted. Japanese elementary school pupils in fourth and sixth grade were involved in the study, and administered the English sound discrimination test. The test involves ten sets of phonemes contained in minimal pair words, such as, v/b, s/∫, r/l, s/θ, f/h, e/i, 〓/∧, ou/〓, u : /u, and a/o. Pupils listened to the pronunciation of native English speaker on the tape, and then marked either O or x according to their judgements on an answer sheet. A t-test was performed to detect the statistical differences, but there was no significant difference between the fourth and the sixth graders in this ability. The test took place before the pupils receive English instruction at school, yet there were ones who had or have been receiving English lessons at private English schools or homes. Thus, eliminating the scores of these pupils from the data, a t-test was carried out again. In this analysis, no significant differences were found as well. The result of this study shows that there seems no difference on the ability to discriminate English phonemes between fourth and, sixth graders. There are some studies suggesting the sound discriminating ability for foreign language sounds declines much earlier, thus, fourth and sixth graders in this study may already have lost some sensitivity in discriminating foreign language sounds, English phonemes in this case.

第二言語習得における複数の敏感期について-日本における早期英語学習者の英語習得度調査の概観より－

尾上 利美

人間形成と文化：奈良女子大学文学部教育文化情報学講座年報   ( 2 ) 43 - 54   1998年03月