The purpose of this paper is to examine the correlations between reading-aloud-learning and achievement in English, based on the results of the recitation contest as well as the data of the students' advance preparations. Although the four English language skills (viz. reading, writing, speaking and listening) are considered independent activities in the sense that they may be pursued individually, they are definitely related to each other when viewed in their actual application of language, and may be co-active and developed concurrently. Reading-aloud-learning, which is my pet theory of many years, is the most effective way of developing those language skills concurrently, particularly in the early stage of learning the language, and will surely contribute to uplifting the students' motivation, to constructing the fundamental thinking circuit of the language, and also to developing their scholastic attainments at the school.
Bulletin of Maizuru National College of Technology (41), 56-61, 2006-03
Maizuru National College of Technology