「日本人は英語ができない」という幻想：日本の英語教育はそこまで遅れているのか？

About this Video

• Video Title: 「日本人は英語ができない」という幻想：日本の英語教育はそこまで遅れているのか？
• Channel: 社會部部長
• Speakers: The transcript does not name the speaker.
• Duration: 35:40

Introduction

This video challenges the common assumption that Japanese people are poor English speakers and that this is due to the failings of the Japanese English education system. The speaker investigates this claim by examining the history of English education in Japan, linguistic factors, and government policies, ultimately arguing that the current perception is inaccurate.

Key Takeaways

1. The historical context: Japan's engagement with English wasn't solely a recent phenomenon; it began during the late Edo period due to the increasing global influence. The need for English was initially driven by national security and the modernization efforts following the Meiji Restoration.
2. Linguistic differences matter: The vast difference between the Japanese and English languages makes learning English particularly challenging for Japanese speakers. This is supported by linguistic research indicating Japanese is one of the most difficult languages for English speakers to learn.
3. TOEFL scores are misleading: Using TOEFL scores to measure a nation's English proficiency is flawed because the test doesn't accurately reflect the English abilities of the general population. The test's design and the varying participation rates across countries make direct comparisons unreliable.
4. Japanese English education isn't a failure: Despite the common belief, the speaker contends that Japan's English education is not a failure. While fluency is not widespread, a basic level of English comprehension is common, allowing for national development. The low TOEFL scores primarily reflect the diverse range of test-takers rather than the overall English proficiency.
5. University English programs are often counterproductive: The push for increased English instruction in Japanese universities is primarily driven by the desire to improve rankings in global university rankings, not necessarily by educational benefit. Research indicates that teaching in English actually lowers student performance.