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English Education at Kumon 1

Running Head: ENGLISH EDUCATION AT KUMON

English Education at KUMON

~ A Case Study of Two Children and their Mothers ~

by

Yukiko Kawabata

A graduation thesis submitted to the International Communication Course,

Department of English & International Interdisciplinary Studies,

Osaka Jogakuin College,

in partial fulfillment for degree requirements.

Advisor: Prof. Scott Johnston

January 19, 2009


Abstract

Kumon is a famous private school in the world and it has a unique learning method.

This study researched about the motives and the present condition of two 6th

grade English

learners at Kumon. The participants are two children, Ken and Mari, and their mothers. I

interviewed the mothers and children, analyzed data and I observed the children at Kumon. I

chose case study because I want to understand in-depth about them. Therefore, this is a

qualitative research. In addition, I expect the result of their learning English at Kumon will

appear after they enter junior high school because their motive of learning English is

preparation for English education at junior high school. At the present moment, I found that

learning English at Kumon affects children‟s interest in English. Children are more interested

in English and study harder.

抄録

くもんは独特な指導方法をもつ、世界中で有名な学習塾である。本研究は、小学６年生が

くもんで英語を学習する動機とその現状を調べたものである。この調査はくもんで英語を学習す

る６年生の２名、ケンとマリ、そして彼らの母親を対象に行った。私は子ども達と母親にインタ

ビューを行い、データを分析し、教室で子ども達の学習の様子を観察した。私は彼らについてよ

り詳しく知るために、ケーススタディを選んだ。よって、これは質的調査である。また、彼らの

学習動機は中学校での英語学習への備えであったため、くもんでの英語学習の成果は今後に期待

される。現時点では、くもんでの英語学習は彼らの英語に対する興味によい影響を与えていると

いうことが分かった。子ども達は以前よりも英語に興味を持ち、熱心に学習している。


Introduction

After World WarⅡ, a view gradually rose up in western advanced nations. It is

education of foreign language should be practiced in elementary schools. In recent years,

Japanese also are interested in early foreign language education. Therefore, English lessons

are introduced in many elementary schools. However, many children learn English in private

schools because they cannot receive enough English education in elementary schools.

In present regulations of Ministry of Education, Culture, Sports, Science and

Technology, teachers must not teach English grammar to elementary school students (Yoshida,

2008). In elementary school, students learn basic knowledge of many subjects except English,

for example, mathematics, Japanese, science, and social studies. They cannot learn English

basic knowledge there. They learn English in junior high school for the first time, so it is

difficult for them to understand English. Therefore, more than 50% of 2nd

grade junior high

school students cannot understand contents of English classes (Yoshida, 2008). Between 1st

grades to 2nd

grades in junior high school, many students become to dislike English. In

addition, 80% of parents feel it is not useful for children to study English in elementary

school and junior high school (Yoshida, 2008). Therefore, parents of elementary school

students have their children go to private afterschool programs so children do not make a false

step in junior high school studies.

Kumon is a one of the famous private schools. The Kumon method is an individualized

learning method that allows each student to study at the level in which she is comfortable,

regardless of age or grade level (Kumon, 2008b). I work at Kumon and watch various

children studying; therefore, I think that children's learning abilities are incalculable. I also

had studied English at Kumon for 10 years. English was the best and favorite subject for me

in junior high school. In addition, this experience affects my interest and choosing high school

and college.

Thus, I am interested in education for children, especially English education, because

children are more adaptable to foreign language than adults. This case study examines two 6th


graders and their mothers. It includes observations and analysis of the students‟ study

behaviors, and interviews about the learning of English.

Previous Research

KUMON

Kumon Institute of Education Co., Ltd. is the largest private education company in

Japan and one of the world‟s leading after-school education programs (Kumon, 2008d). It

offers a unique curriculum of mathematics instruction primarily aimed at elementary school

children (Kumon, 2008d). Kumon was initiated in 1954 that started as home education for

mathematics. Toru Kumon (1914-1995), of Japan, was a high school math teacher, as well as

the originator of this method of learning. Toru's approach to teaching mathematics was a

direct result of his own wish to instruct his son more thoroughly. In addition, he began trying

this approach on children outside his family (Kumon, 2008d).He opened the first Kumon

learning center in Osaka, and in 1958 he incorporated the Kumon Institute of Education

(Kumon, 2008d). The success of this educational strategy is without question, and because of

its effectiveness it has risen in popularity and is now used in forty-five countries and regions,

serving 4.19 million students worldwide, as of March 2008 (Kumon, 2008a). Kumon has a

strong base in Japan, South Korea, and other Asian countries and has become an increasingly

felt presence in the North American market in the 2000s (Kumon, 2008d) In Kumon, students

can learn mathematics, Japanese, English, French, German, Chinese.

The characteristics of the Kumon Method are accomplished by a focus on self-study

that enables students to acquire not only basic academic abilities but also concentration skills,

good study habits, confidence, a sense of self-affirmation, a sense of achievement, a

challenging spirit and an ability to learn by themselves. In addition, students learn at their

own pace, one small step at a time (Kumon, 2008b). The learning target for language is the

acquisition of comprehensive ability to read and absorb long passages of written materials

(Kumon, 2008b).


Motivation

Children are interested in mechanisms of foreign languages unconsciously and they

want to speak well. Various experiences become the trigger that absorbs students in studying

English. For example, they are spoken to someone in English and understand what he said

though they could not understand at first. In addition, they found a computer game using

English is interesting (Kuno, 2002, p, 14). According to Kumon (2008c), the students'

enthusiasm for learning is aroused in this process, as the goals they set are their own goals. In

addition, this process awakens a desire in the students to take on new challenges.

English Education in Elementary School

English classes in elementary school are introduced as a part of international

understanding. It is the purpose of the class that children use English merrily, become

accustomed and like it. This is not language teaching; however, children can acquire

sensibility for enjoying sounds of English. In addition, children can develop their positive

attitudes to use English (Kuno, 2002, p, 13).

Goto (1996) suggests that conditioned learning gradually falls with age and conceptual

learning rises with age. It is at 10 years old or thereabout that these two acquisition conditions

of language equalize. Therefore, 4 to 8 years old are the best age to start foreign language

study and 8 to 10 years old are the best term to exercise good effects of the learning (Goto,

1996).

In Japan, it is decided that teachers does not teach English grammar to children

below the age of thirteen (Yoshida, 2008). Children have to learn language knowledge and

practical ability of communication in junior high school. However, it is difficult for them to

learn English, because they did not study basis of English grammar in elementary school

(Yoshida, 2008). Naturally, Japanese ability of English falls down. Then, Ministry of

Education, Culture, Sports, Science and Technology decided to change study guideline for


primary school and junior high school from 2011 (Yoshida, 2008). In new study guideline for

primary school, teachers do not focus on teaching English grammar but it makes up oral

communication which can not teach only in a junior high school. That is to say, children learn

one sentence as one word in elementary school and learn theory in junior high school

(Yoshida, 2008).

EXAMPLE； In elementary school “It‟s a book.”

In junior high school “It is a book.”

It might be thought that children learn disposition of English grammar naturally by learning it

by oral practices. English words which students learn in a junior high school are 900 now, but

it becomes 1200 words by the new course of study, additionally, 300 of the about 1200 words

are studied in elementary school (Yoshida, 2008). The goal of English education in junior

high school will not change and it will leave oral communication as much as possible to

English education in elementary school. Therefore, children can be satisfied about learned

things in junior high school by getting many words in elementary school. In addition, a goal is

that children must not keep sense of incongruity and a feeling of resistance against foreign

languages in English activities at elementary school (Merner, 2008).

English Education for 5th

to 6th

Graders

5th

and 6th

grades children begin to show that they do not feel like obeying the

instructions of the person unless they understand why. They do not like to be treated like

babies, and they make eye contact and big smile in class (Merner, 2008). In addition, they

want to acquire a lot of knowledge beyond their ability (Kumon, 2002). Children who have

studied English from the lower grades are able to understand a little. In addition, their

listening abilities are improving. Then, they try to tell their thoughts as putting words which

they know together (Kumon, 2002). Some children try to get over the occasion in Japanese

because their English is imperfect (Kumon, 2002). Especially, educators should not give them

too easy or too difficult materials for first English learner of 6th

graders, otherwise they


become to dislike English. Thus, there are many obstacles to children‟s learning. Therefore,

educators should choose suitable materials, for example, interesting topics, easy oral practices

and popular songs (Goto, 1996). It is necessary for children to have interest and will for

English.

Recently, surrounding of English education is changing widely. Therefore, many

parents who have elementary school children and teachers think about early English education.

Then, some parents choose Kumon to study English. Kumon has a unique system and it is

expanding all over the world. In Kumon, children can do learning which is suitable for each

person. English education for elementary school is difficult, especially for 5th

and 6th

grade

students. Then, I want to know actually how children think about learning English. The

learner is not parents but children, so I want to know children‟s opinions.

Research Questions

This study has several research questions. The first is how do two 6th

graders think

about their learning of English in Kumon? I want to know the reasons why young students

start to learn English and why they chose Kumon. In addition, I want to know their motivation

for learning English.

The second research question is how do they think it will be helpful? I want to know

when they realize the result of their learning.

The third research question is what do the children‟s mothers think of studying at

Kumon? I want to know why they chose and have their children go to Kumon.

Method

Participants

Participants are two 6th

graders and their mothers. Mari is a 6th

grade girl. (I have

changed the names of the students). She goes to a public elementary school in Osaka

Prefecture. She started learning English at Kumon when she was 3 years old. Ken is a 6th


grade boy. He also goes to the same public elementary school. They have English class at

elementary school once a week or, sometimes, not at all. Mari‟s mother is a housewife and

Ken‟s mother has a part-time job. Both mothers have two children who are older than Ken

and Mari.

Data Collection

At first, I interviewed two mothers to know behavior of children in their house and

mothers‟ thoughts for studying English. I used unstructured interviews because I wanted to

find out the mothers‟ thoughts and ideas about studying at Kumon. I interviewed the mothers

in Japanese. Then, I translated from Japanese to English and made a table of the results.

Then, I observed the children‟s study behaviors at Kumon class. Next, I carried out

interviews with them separately by using unstructured questions. Finally, I analyzed my data

for patterns and common themes.

Learning at Kumon

At first, I interviewed mothers and analyzed data. I made questions for children on the

basis of mothers‟ answer. Then, I interviewed for children. In addition, I observed learning

children in Kumon once a week. See Appendix A.

Ken’s Mother

Ken‟s mother goes to part-time job several times in a week. She has three children:

two boys and one girl. She made Ken to start to study English at Kumon because English is

the poorest subject of Ken‟s brother and sister in junior high school. In addition, she is also

not good at it and does not like English; therefore, she wants to avoid Ken failing in English.

She told me “I chose Kumon because Ken‟s good friends learn at Kumon too” when I asked

the reason why she chose Kumon. In addition, she told me about his study attitude “he does

not study hard, but he does the homework before he goes to Kumon class.”


Moreover, she said she does not know when I asked about good points and bad points

of Kumon. She also told me “I go to part-time job when Ken practices Kumon materials and

Ken does not talk about Kumon, so I do not know about Kumon very well”.

She does not understand the system of Kumon. It is concerned with the reason why they

choose Kumon. They chose Kumon because Ken‟s friends also goes there; that is to say, she

chose Kumon not for the system. However, she told me “Ken does not dislike learning at

Kumon but does not like it.” It means that Ken does not like to do his material but he

commutes to Kumon class willingly because there are friends and he can learn new

knowledge. In his house, it seems that he does not study hard, but he does the homework

before going to Kumon.

In addition, Ken„s mother told me “Ken can answer some questions when he watches

TV quiz shows and he is more interested in English”. Therefore, she thinks that it is useful for

Ken to learning English at Kumon.

Mari’s Mother

Mari‟s mother is a homemaker and she has three children: two girls and one boy. She

has an inferiority complex about English because she hated English and it was the worst

subject in school. Therefore, she does not want Mari to have difficulty in junior high school

English. In addition, she told me “English is necessary for children in the future”. It means

that there is English in many places now, for example, words from abroad, signboards written

in English, using computers and title of music or movie. Therefore, she had Mari to start

studying English.

The reason why she chose Kumon is it is nearby home, so it is easy for young children

to get to. Mari was three years old when she started going to Kumon class there. Mari‟s

brother and sister also go there.

Mari‟s mother tries to help her child when she is asked though she is not good at

English. She told me “Mari sometime studies hard but sometime does not study hard”, so she


thinks that it is difficult to keep Mari‟s enthusiasm for study. She also said that Mari does not

like daily homework, especially listening and oral practice because she takes long times to do

them.

However, Mari‟s mother told me “The good point of Kumon English is to practice

many times.” She thinks that it is effective for students who learn language to do continual

study. Moreover, she told me “The bad point is there is lots of writing but not much listening

and oral practice.” That is to say, students learn English as classroom subject, for example,

grammar, words, listening to English CDs and reading. They cannot study speaking at Kumon,

so students cannot acquire communication skills. However, she hopes “Mari will appreciate

having studied English when she becomes junior high school student and Mari will naturally

understand English little by little”.

Comparison of Ken’s Mother and Mari’s Mother

Both mothers do not like English, so they want their children to be good at English.

They talked about English education in junior high school and TV quiz shows. In addition,

they do not necessarily want their children to get particular occupations that use English. They

only do not want their children to have problem in English of junior high school.

In addition, they chose Kumon not for its program, but because of child‟s friend or

distance. Especially, Ken‟s mother does not know about Kumon at all. Both mothers say that

their children do not like to do their daily homework; therefore, they do not study hard.

However, children learn not only by their materials but also by TV shows. For example,

Hekisagon and Q sama which are quiz shows and many entertainers answer questions. They

learn at Kumon and understand some English on TV quiz shows. Therefore, children can do

continual study. However, Mari‟s mother is not satisfied with Kumon English because she

hopes her child to acquire all skills: writing, reading, listening, and speaking. She said that

there is not much listening and oral practice. She hopes that Mari will naturally understand

English in the future.


Ken

Ken is a 6th

grader in a public elementary school in Osaka Prefecture. He has an older

brother and sister. (See Appendix B). He started learning English at Kumon in December

2007. In elementary school, he has 50 minute English classes once a week but sometimes no

class. He had never studied English except at school and Kumon. However, he has talked with

foreign people, for example, school native English teachers and tourists. Recently, in Japan

elementary schools have hired native English speakers to teach in elementary schools.

However, he told me “I could not understand what teachers said.” He talked with tourists only

saying “Hello!”

The reason why he started to learn at Kumon is his mother‟s recommendation. His

mother wanted Ken to study English from an elementary school student because his brother

and sister were not good at English in junior high school. Ken also does not want to have

problems in junior high school English. However, he answered “I do not know” when I asked

him “Why do you study at Kumon now?”

In addition, I asked him “Do you enjoy studying at Kumon?”, then he told me “Yes,

especially mathematics because I enjoy when I understand something”. His mother said that

Ken does not dislike studying English at Kumon. Ken also indicated that he does not really

like studying English either. When I asked, “Do you enjoy studying at Kumon?”, he did not

talk about English at all; he only talked about mathematics. That is to say, Ken does not

always enjoy studying at Kumon, but sometimes enjoys it.

In addition, his Kumon assignments are to fill in the blanks of sentences, to listen to CD

and to read out in front of the teacher. I asked him, “Which do you like Listening, Writing or

Reading?” Then he thought a few minutes and answered, “Listening because it is easy for

me”. He actually read out loud faithfully following the CD; however, he makes mistake in

writing.

Below is Ken‟s material. This material is very first step. It aims to understand easy

words and pronounce well. At first, he does his materials by himself; to answer questions,


listening to CD and do oral practices. After that, he reads out loud in front of a teacher and the

teacher checks his pronunciation and answers. Then, I found his mistakes.

Figure 1. Ken‟s class work.

e.g) Ken wrote･･･①I am sleepy. ②I am thirsty.

Ken read･･･①I am thirsty. ②I am sleepy.

He wrote that ①私はのどが渇いています is “I am sleepy” and ②私は眠いです is

“I am thirsty”. However, He read out ①”I am thirsty” and ②”I am sleepy”. That is to say,

his written words and read words are mismatched. He wrote wrong words but he read out

right words because he read following the CD. Therefore, I think that he does not remember

the meaning of words but only remembers pronunciation by listening to the CD.

In addition, he said that his most difficult skill is writing. He does not know many

words, so it takes much time to complete writing parts. He is supposed to do 5 pages of

①

②


homework and 5 pages in Kumon class for one lesson. He goes to Kumon class two times a

week: Monday and Friday. Actually, students of Kumon have to do their material little by

little every day. Ken has English homework of about 5 pages, but he does not do it. Ken‟s

mother said that he does the homework before he goes to Kumon class, however, it seems that

he does only the homework of mathematics. Therefore, his daily study time of English at

home is nothing. He sometime has to do 10 pages at Kumon, the 5 pages of homework and

the 5 pages of English study at Kumon. Then, I asked about his material and he answered “I

do not know.” I think that it means that he does not think deeply about his materials. He only

addresses materials which are given from teacher.

Interestingly, he thinks that learning English is useful for him. He told me “I can

understand some of what the native-English teacher says in school though I could not

understand at all before”. His mother also said that Ken can answer some questions when he

watches TV quiz show. Therefore, it is useful for him to study at Kumon.

Moreover, I asked Ken about English. He answered that he does not think that he can

understand English because it is difficult for him. I think he views English as a language; that

is to say, it is a means of communication. He feels that he acquired English when he

communicates with a native-English teacher or uses English for quiz. Therefore, I think that

he will have confidence in his English if he has more experiences to speak English in the

future. However, it is necessary for him to study harder.

Mari

Mari is a 6th

grader in a public elementary school in Osaka Prefecture. She has an older

brother and sister. (See Appendix B) In elementary school, she has 50 minute English classes

once a week but sometimes no class. She studies English by using Challenge outside of her

elementary school and Kumon. Challenge is learning by correspondence and she started in

November 2008. She started it to review elementary school studies and prepare for junior

high school studies, so English is also included. In addition, she has never talked with foreign


people.

She started learning at Kumon when she was three years old. At first, she started to

practice penmanship. She started to learn English because of her mother‟s recommendation.

Her mother was not good at English when she was a student. She recommended Kumon

because it is near by the house and Mari‟s brother and sister also learned there. She continues

to learn English at Kumon for a long time and she has to do five pages everyday; therefore,

she is tired of doing her materials. In addition, she told me “I do not like homework”, so she

sometime does not finish her homework by next class.

In her material, there are writing, listening, reading and oral practice parts. At first, she

listens to CD and answers some listening questions. Next, she learns grammar and answers

writing exercise. There are some types in her writing exercises, for example, filling blanks,

changing order of English words and translating easy sentences from Japanese to English.

Then, she reads out loud in front of a teacher.

Below is Mari‟s material. Left is learning grammar and writing exercises. Right is oral

practice

Figure 2. Mari‟s classwork.


Mari said that she likes writing exercise and it is easy for her because there are some

hints. However, she sometime makes grammatical mistakes. For example, “He is (an)

astronaut” or “They are artist(s)”. She often forgets plural “s” and singular “a (an)”.

Additionally, she told me “I am not good at grammar”. For instance, she answered “My

brother is (in) London” when I asked her to make easy sentence. Then, I found that she can

make some easy sentences, but sometime not correct. She does not worry about making

mistake but she makes same mistakes many times.

In addition, she told me “I dislike oral practice”. She takes a long time to do oral

practice because she has to listen to the CD many times. She also told me “Listening is

difficult to hear”. In the listening CD, a native English speaker pronounces every sentence, so

Mari does not catch each word. Therefore, she feels that it is difficult for her to understand

what is said on the CD.

Moreover, I asked about her material to know her interest and motivation for it and she

answered “I do not know”. This is the same answer as Ken. It means that she also does not

think deeply about her materials. There are three reasons why they do not think about their

materials. First, they cannot afford to think about it because they are young. Second, they

learn English for the first time, so they cannot judge whether the material is good or not. Last,

they have trust in their teacher because their teacher is an expert in teaching children.

Therefore, I think that children only address materials which are given from teacher.

In addition, she does not think that it is useful for her to learn English at Kumon. She

told me “I cannot keep up with my materials; especially I do not understand grammar very

well”. I thought that it is a big problem for her, and I talked with her teacher after the

interview. At first, she studied high level English for her which 2nd

year junior high school

students learn at school. Then, teacher gave her easy material which is 1st year junior high

school students learn at school. Mari had forgot fundamental English grammar, so she

learned it once more.

In Kumon, materials are adaptable for children like this. Moreover, I think that she is


accustomed to study at Kumon and slacks off her materials because she continues to study

English at Kumon for a long time. She also told me “So-so, because I do not study very hard.

If I study harder, I can understand” when I asked “Can you understand English?” Therefore, I

think that Mari has not realized that it is useful yet. Her mother also hopes that Mari

appreciates having studied English when she becomes a junior high school student.

In addition, the teacher said it is important for children to acquire ability of thinking.

However, it does not mean Kumon directly teaches students to think about what they learn. I

also think that it is difficult for young children to think deeply about their materials. In

Kumon, children learn the attitude to try study by repeating and understanding. Therefore,

children do their materials entirely and Kumon expects them to think.

Finally, I found that Mari thinks that English is classroom subject. She often talked

about grammar and she did not talk about speaking ability in my interview. Therefore, I think

that she does not learn English to speak to foreign people but to know English for junior high

school English. In addition, I had some opportunities to talk with Mari about learning English.

I told her about importance and enjoyment of learning English. I also check her English oral

practice once a week. Then, I found that her attitude for learning English is changing. She

works on her material, also homework, actively. Therefore, I think that she might find a little

about enjoyment of leaning English.

Comparison of Ken and Mari

The reason why they started learning English at Kumon was the same. They were

recommended to Kumon by their mothers. Ken gave school native English teachers as

example of people who he has talked with, but Mari did not give it a thought though she goes

to the same elementary school with Ken. I think that it might be different from Ken and

Mari‟s thoughts about the purpose o f English.

In addition, Ken answered “I do not know” and Mari answered “Preparation for junior

high school because I do not want to have problems in English” when I asked them why they


study English at Kumon now. It is very interesting, because Ken learns English at Kumon

thought he does not know why. However, Ken enjoys learning at Kumon, especially

mathematics. On the other hand, Mari told me “I am tried of doing the materials”. She has

continued to study at Kumon for long time, so I think that it is caused by experience.

Moreover, both of them do not like homework. They also told me “I do not know about the

materials”.

I think that they are young so they cannot think about their materials deeply, for

example, about efficiency and content. Moreover, children may not understand the importance

of understanding how to use language because they do not have enough experiences

communicating with foreign people.

In addition, Mari said that listening is difficult, but Ken said it is easy. I think that one

reason why is the high degree of difficulty of the material. Moreover, Mari tries to catch each

word but Ken pays little attention to each word. On the other hand, Ken said that Writing is

difficult but Mari told me “It is easy because there are hints”. From this comment, I think that

Ken has not been accustomed to his materials and Mari knows easy way to do Kumon

materials. In addition, their English study time at home is almost zero. Ken has no homework

because he does not do his homework. Mari sometime does not finish her homework by next

class though she has homework which she has to do five pages every day. In Kumon, teachers

guide way of study which adapt to each student like this.

Moreover, Ken thinks it is useful for him to learn English at Kumon because he can

understand what English teacher says in school though he could not understand at all before.

On the other hand, Mari does not think it is useful because she does not keep up with her

materials and she does not understand grammar. However, I expect that Mari will appreciate

having studied English in the future because she has studied English for a long time. In

addition, I found in research that she understands English little by little now. Therefore, I

expect that Mari find result of her learning when she studies English or takes English exam in

junior high school.


Before, I said that Ken and Mari‟s thoughts about English might be different. Ken told

me “I do not understand English because English is difficult for me.” While, Mari told me “I

understand a little; I think that I do not study hard. If I study harder, I can understand very

much.” Moreover, Ken talked about foreign people but Mari talked about grammar. Therefore,

I found that Ken thinks that English is way of communication, and Mari thinks that it is

classroom subject.

In addition, children do not find goodness of Kumon style but I found that learning

style of Kumon is very effective for children‟s learning. In other private schools, children only

listen to lecture and take notes. Children may learn a lot of things; however, they do not

practice many times. Then, children do not acquire what they learned. On the other hand,

children practice same contents again and again in Kumon. I think that children become

accustomed soon. Accordingly, they acquire what they learned to do continual study.

Therefore, I think that learning style of Kumon is useful for children.

Conclusion

In Kumon, Ken and Mari learn grammar and many words, but they do not learn

English conversation. These are very first steps of learning English and it is very necessary

for them. In addition, their motivation of learning English is preparation for English education

at junior high school. Their mothers also hope so. However, children do not think about

efficiency and contents of their materials. They also may not understand the importance of

understanding how to use language. I think that they do not have chances to understand the

result of learning English at Kumon. Therefore, I expect it will appear after they enter junior

high school or take English exams.

At the present moment, I found that it has a good effect on children‟s interest in English.

In addition, I think that children should not only practice their materials earnestly but also

they should do quizzes regularly to find their result of learning. Then, children will work on

their study actively.


Moreover, I hope children can have opportunities to use English that they have learned,

for example, talking with a teacher who is native English speaker. Finally, I do not think that

this study is complete because Ken, Mari and their mothers have not realized the outcome yet.

Therefore, I need more research when they realize it and whether they realize it or not.

Additionally, I expect that they will find out soon if English is helpful.


References

Goto, T. (1996). Syougakuseini eigowo osierutameni [Teaching English to elementary school

students]. Tokyo: Apricot.

Kumon Institute of Education Co. (2008a). What is Kumon? Retrieved June 26,2008, from

http://www.kumon.ne.jp/english/index.html?lid=3

Kumon Institute of Education Co. (2008b). The Characteristics of Kumon Method. Retrieved

June 26, 2008, from http://www.kumon.ne.jp/english/about/index.html

Kumon Institute of Education Co.(2008c). Self Learning and Self Motivation. Retrieved June

26, 2008, from http://www.kumon.ne.jp/english/about/selflearning.html

Kumon Institute of Education Co. (2008d). Company History. Retrieved November 21, 2008,

from http://www.answers.com/topic/kumon-institute-of-education-co-ltd

Kuno, Y. (1999). Konnafuuni hajimetemiteha? Syougakkou eigo. [Would you like to start it

like this? Elementary school English]. Tokyo: Sanseido.

Kuno, Y. (2002). Konnatoki dousuru? Kodomo Eigo Kyuukyuubako. [What do you do in such

a case? The first-aid kit of English for children]. Tokyo: Pearson Education Japan.

Merner, T. (2008, November). Problems in elementary school English activities: Building a

link with English education, Paper presented at the meeting of the Japan Association of

Language Teachers, Tokyo, JP.

Torikai, K. (2008, May 26). Global ka no syoutai @ communication: Tagengo･Tabunka

susumu nihonsyakai [Identity of globalization @ communication: Japan becomes polyglot

and multicultural society]. Asahi Shinbun.

Tougo, K. (1998). Kodomono eigo･ ima konnafuuni. [English of children: Now, like this]

Kobe: BL Syuppan.

Ukai, N. (1994). The Kumon Approach to Teaching and Learning. Retrieved May 27, 2008,

from http://www.jstor.org/pss/132785

Yoshida, K. (2008, November). Basic philosophy Behind the implementation of FLES in

Japan. Paper presented at the meeting of the Japan Association of language teachers,

http://www.kumon.ne.jp/english/index.html?lid=3

http://www.kumon.ne.jp/english/about/index.html

http://www.kumon.ne.jp/english/about/selflearning.html

http://www.answers.com/topic/kumon-institute-of-education-co-ltd

http://www.jstor.org/pss/132785


Tokyo, JP.


Appendices

Appendix A

Table of Interviews with Mothers

Question Ken’s mother Mari’s mother

1. Why child start

English?

His older brothers and sisters

are not good at English in JHS.

Mari‟s mother not good at

English. In the future

English is necessary for

children.

2. Why Kumon? His friends go to Kumon Mari‟s brother and sister

go. Nearby house.

3. Study hard? Not study hard, but he does the

homework

So-so.

Sometime yes sometimes

no.

4. Help or not? No. Goes to her job. When Mari asks, she helps.

5. Like English? No. No. hate.

6. Good at Engish? No No. worst subject in

school

7. Good point of Kumon

English

Not know about Kumon Practice many times.

8. Bad point Not know Lots of writing but not

much listening and

speaking

9. Children enjoy? Ken said “I don‟t dislike it.” But

not like.

She doesn’t like daily

homework especially

listening and oral practice.


10. Useful? When F watches TV quiz shows,

he can answer some questions.

Hopes that when Mari

becomes junior high school

student, she will appreciate

having studied English.

There is English in many

places, so Y will naturally

understand English little by

little.

11. Questions? None Please tell me good way to

study English.


Appendix B

Table of Interviews with Children

Questions Ken Mari

1. How many times do you

study English in school?

Once a week(50 minutes)

Sometime, nothing

Once a week(50 minutes)

Sometime, nothing

2. Have you ever studied

English except at school and

Kumon?

No. Challenge (learning by

correspondence)

started November 2008.

3. Have you ever talked

with foreign people?

English teacher･･･He can

not understand what teacher

say.

Tourists･･･only “Hello”

No

4. How long have you

studied English at Kumon?

From December 2007

About 11 months.

From 3 years old.

For about 9 years.

5. Why did you start

learning English?

Mother’s recommendation.

To do not have problems in

JHS English.

Mother’s recommendation.

6. Why do you study

English?

Do not know. Preparation for JHS.

To do not have problems in

JHS English.

7. Do you enjoy studying at

Kumon?

Yes. Especially, he enjoys

studying math. He feels fun

when he understands

something. He did not talk

about English.

No. She is tired of doing

her materials.

Do not like homework.


8. Which do you like

Listening, Writing and

Reading?

Listening because it‟s easy

for him.

Writing. Easy because there

are hints.

9. Which is the most

difficult?

Writing. Reading･･･dislike

Listening･･･difficult to hear

10. How do you think your

material? Why?

Do not know. Do not know.

11. How many pages do you

study in a day?

5 pages. Sometime 10pages.

He does not have homework.

She has to do 5 pages

everyday. But she does not.

12. How long do you study

English in home in a day?

0 minute. 0 minutes.

13. Do think that you can

understand English? Why?

No, because it is difficult for

him.

So-so, because she thinks

that she does not study very

hard. If she does it more , she

can understand.

14. Do you think studying

English at Kumon is useful

for you?

Yes, because he can

understand what English

teacher say in school

though he can’t understand

at all before.

No. she does not keep up

with her materials.

She does not understand

grammar.


Appendix C

Interview for Mothers

1. なぜ小学生の間から、英語を習わせようと思ったのですか？

Why does your child start to study English?

2. なぜ公文を選んだのですか？

Why did you choose Kumon?

3. お子さんは積極的に公文の学習に取り組んでいますか？

Does your child study hard?

4. お子さんが学習している時、お母さんはどうしていますか？

Do you help your child?

5. お母さんは、英語が好きですか？

Do you like English?

6. お母さんは、英語が得意ですか？

Are you good at English?

7. 公文の英語の良い点を教えてください。

What are good points of Kumon?

8. 公文の英語の悪い点を教えてください。

What are bad points of Kumon?

9. お子さんは公文の学習を楽しんでいますか？

Does your child enjoy?

10. 公文で学んだ英語はお子さんの役に立っていますか？

Is it useful for your child?

11. 今回のアンケートや調査について、何か質問はありませんか？

Do you have any questions?

お忙しいところ、ご協力ありがとうございました。

Thank you very much!


Appendix D

Interviews for Children

1. 学校ではどのくらい英語を勉強しますか。

How many times do you study English in school?

2. 外国の人と話したことはありますか。

Have you ever talked with foreign people?

3. 公文でどのくらい英語を勉強していますか。

How long have you studied English at Kumon?

4. なぜ、公文で英語を勉強し始めたのですか。

Why did you start learning English at Kumon?

5. なぜ、くもんで英語を勉強しているのですか。

Why do you study English at Kumon?

6. くもんで勉強するのは楽しいですか。

Do you enjoy studying at Kumon?

7. リスニング・ライティング・リーディングどれが好きですか。

Which do you like listening, writing or reading?

8. どれが一番難しいですか。

Which is the most difficult?

9. 教材についてどう思いますか。それはなぜ？

How do you think your material? Why?

10. 一日に何ページ勉強しますか。

How many pages do you study in a day?

11. 一日に家でどのくらい英語の勉強をしますか。

How long do you study English in home in a day?

12. 英語を理解できるようになったと思いますか。それはなぜ？

Do you think that you can understand English? Why?

13. くもんで英語を学ぶことはあなたの役にたつと思いますか。


Do you think studying English at Kumon is useful for you?

ありがとうございました。

Thank you!

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