The Possibility of Applying Input Theory to English Teaching in Japan and the Current Status of English Teaching in Asian Countries

In Japan, a considerable amount of labor-intensive, government-funded English education reform has transpired over the years. However, there is a lack of substantial reports indicating substantial outcomes. Students have engaged in English education for an extended period in junior high school, high school, and university. English teachers and researchers in the field have exerted considerable effort, yet the absence of tangible results suggests a potential issue. A survey conducted by the author revealed that students’ satisfaction with English classes in Japanese higher education institutions is low, and many students dislike English. Some contend that the status quo is acceptable in Japan, where students can live comfortably without the need for English in everyday life.

The study posed the question of whether there are any means to enhance English proficiency and whether a crucial element was being overlooked. The investigation sought to examine the applicability of the input theory of second language acquisition in English teaching. The study found that, to a certain extent, the input theory can be applied to English teaching. However, given its discord with the prevailing trend in English education in Japan, which prioritizes communication and output, it is unlikely to garner significant attention.

On the other hand, what is the current state of English education in other Asian countries, such as China, Taiwan, and South Korea? A survey of these nations reveals that they allocate more time to English education than Japan and also provide sufficient English input. On the day of the presentation, the author will review these current conditions and consider how to reform English education in Japan.