The research presented in this thesis investigates the feasibility of a corpus-influenced syllabus for primary literacy education in Japan. It achieves this with reference to two aspects of the context within which such an initiative might be developed. One is the cultural context; that is,the demands of primary ELT in Japan. Therefore this research explores policy makers’ and teachers’views, the texts frequently used in primary ELT classrooms, and some aspects of teacher training. The other focus is from a linguistic viewpoint, concerned with the identification of linguistic features which pupils need to learn for the development of their English literacy. This thesis describes an innovative method for identifying such features. The cultural context was investigated by means of three surveys, the first of which was used to inform the choice of texts to include in the corpus. The surveys reveal a lack of attention to literacy teaching and teacher education in primary ELT in Japan, but also point to some potential for syllabus development. The research offers support for a corpus-influenced syllabus for teaching English literacy, while concluding that there is a need for incorporating it into teacher education and developing teaching methodologies which suit the pedagogic context of the Japanese primary school classroom.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:560870 |
| Date | January 2012 |
| Creators | Hirata, Eri |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3780/ |
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