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Two groups of first-year Japanese students at a private junior high school (JHS) were compared in their foreign language (FL) anxiety, three constructs of motivation (interest in FL, instrumental motivation, need for achievement), and language learning aptitude. The first group experienced FLES (Foreign Language in Elementary School) and the second group had no FLES experience. The results revealed that the learners with no FLES experience felt a significantly stronger “need for achievement,” whereas the two groups did not differ in the other constructs of motivation and anxiety. These findings suggest that anxiety and motivation may be more strongly affected by factors other than the starting age of FL learning. Thus caution is called for, so as to not overestimate FLES as a motivation booster. Although no statistical difference was seen in aptitude, the learners without previous FLES experience showed somewhat higher inductive learning abilities than their FLES-experienced counterparts. This finding warns against including selection bias in comparative studies of FLES and non-FLES students at private JHSs in Japan.私立中学年の生徒を、小学校で英語を学んだグループ、学ばなかったグループに分け、両者の (a) 外国語学習への不安、(b) 動機外国語への関心、道具的動機、達成の必要性(c) 言語学習の適性、を比較した。その結果、未経験者が経験者よりも、達成の必要性を強く感じていることが明らかになった。動機のその他の下位区分および不安においては、優位差を認めなかった。この結果は、外国語学習への不安や動機が複雑な概念であり、学習開始年齢以外の要因をより強く受ける可能性を示唆する。小学校での英語教育が英語への興味や関心を育てるとして注目されているが、その効果を過度に期待することへの警告と解釈できる。言語学習の適性においても優位差は認めなかったが、記述的統計では未経験者が経験者よりもかなり高い帰納的学習能力を示した。これは、小学校での英語教育の効果を私立中学で調査する場合、選択の偏りに注意すべきことを示唆する。

Learner Characteristics of Early Starters and Late Starters of English Language Learning: Anxiety, Motivation, and Aptitude