Long-Term Effectiveness of English Language Learning in Elementary Schools

摘要本研究旨在探讨小学英语教学开始年龄对初中生英语技能发展及态度变化的影响。通过对2007 - 2009学年数据的分析发现，随着雅思考试开始年龄的降低，雅思考试数量的增加，一年级学生的英语水平测试成绩普遍提高，尤其是听力测试成绩。仅在二年级进行的口语测试结果显示，随着开始年龄的降低，分数每年都有统计学意义上的显著程度提高。然而，多年来，他们的态度领域几乎没有发现差异。

This study investigated the effect of the starting age of English language teaching at elementary school (ELTES) on students' subsequent English skill development and their attitudinal changes at a junior high school. The analyses of data obtained from 2007 through 2009 academic year revealed that as the starting age of ELTES lowered, hence the amount of ELTES increased, grade 1 students' English proficiency test scores generally improved, especially in listening test. The results of the speaking test conducted only in grade 2 showed that the score improved by a statistically significant degree each year, as the starting age lowered. However, few differences were detected in their attitudinal domain over the years.