@article{oai:saigaku.repo.nii.ac.jp:00001529,
 author = {大山, 健一 and OHYAMA, Kenichi},
 journal = {川口短大紀要, Journal of Kawaguchi Junior College},
 month = {Dec},
 note = {This paper proposes how communicative English is significant in terms of teaching child English. In Japan, nursey schools and kindergartens have been the place children meet English, because elementary schools are where people need to learn English from 2020. According to the study of education improvement, to acquire English communicative skills is significant in branch of methods in teaching child English relative not only to elementary schools but also to nursey schools and kindergartens. Such skills, however, are not necessarily fruitful enough to teach child English. This is mostly because teachers carry out child English classes and activities from asymmetrical educational viewpoints of only curricular demands instead of students' ones. When they were in nursery schools and kindergartens as well as in elementary schools, it is necessary to recognize child English, which students possibly wanted to study. For their demands, pedagogical phonetics, which links English phonetics to English education, can function as the linguistic joint among nursery schools, kindergartens, and elementary schools, leading to one of the answers that help teachers to teach communicative English. The consideration can be a sort of references to curriculum development for both methods in teaching child English and teacher training.},
 pages = {119--133},
 title = {児童英語教育における英語コミュニケーションの意義 : 日本人英語指導者のための学生英語アンケート調査による教育音声学的考察},
 volume = {36},
 year = {2022},
 yomi = {オオヤマ, ケンイチ}
}