On the Effective English Reading Books at Elementary School
28 , 2017-03-01
This paper proposes that the reading of English picture books by young Japanese children can have positive effects regarding the child’s familiarization with the English language. To validate this positive effect, an eighteen-month-old Japanese boy was observed for two weeks while his mother read two English picture books to him in this research. The Mother’s reading to the boy was videotaped on the first day and then again two weeks later. Even on the first day, some spontaneous utterances and echoic speech sounds were produced after the mother’s reading. Pointing and the flipping of flaps on the pages following his mother were also observed on the first day. After reading to the boy for two weeks, the boy began pointing to the pictures more clearly and simultaneous utterances were more often observed. Illocutionary acts and physical behavior in response to the mother’s reading increased both in quantity and in quality. The boy seemed to remember the pictures and/or the word sounds in the books and clearly pointed to the pictures and flipped the flaps as though he knew the pictures under them. Although we haven’t decided yet that English picture books. book-reading works at elementary school, the reading of picture books seems to guide young children towards the acquisition of English vocabulary and a better understanding of English stories, thus familiarizing them with the English language.