Comparisons between Second-, Third-, and Fourth-Grade Children in the Audio-Lingual Learning of Japanese as a Second Language

Abstract

IN RECENT YEARS attention has focused upon foreign language instruction in the elementary school (FLES) as part of the general effort of edu cators to produce a more knowledgeable citi zenry. Obviously, a person's proficiency in a for eign language assures greater likelihood of his un derstanding and appreciating societies using the language. But when should an individual start his FL training? Although educators generally agree that children can learn a native-like pronunciation of a foreign language more easily than adolescents or adults (1, 4, 5), research has yet to indicate the best age at which to begin FL instruction (2). Kirch (5), for example, states that the pronunciation of German by first graders is better than that by sixth graders; he calls for FL teaching as early as the first grade. Dunkel and Pillet (4) compared thirdand fourth-grade classes, and found nonsig nificant differences between them; nonetheless, they recommend starting FL instruction in the third grade because its early introduction would provide more time for teaching. In a nationwide survey of thirty-four school districts where foreign languages are taught in the elementary schools, Levenson (6) found that the frequency distribution of districts, by grade from kindergarten to grade six, at which FLES instruction began was kinder garten, 5; first grade, 7; second grade, 3; third grade, 9; fourth grade, 5; fifth grade, 4; sixth grade, 1. Levenson's (6) data shows that 70% of the districts sampled began FLES instruction by the third grade. Conant (3), however, while rec ognizing that there may be advantages to FLES in struction, does not recommend commencing the study of a foreign language prior to the grade seven