Paper Title
The Correlation Between Englich Proficiency and Logical Thinking; an Examination Based on the Error Analysis

Abstract
The development of logical thinking skills is one of the most pressing issues in Japanese education, and in 2014, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) included a curriculum to develop logical thinking skills in its "Government Course Guideline" for English education. We have been investigating the correlation between logical thinking and the English proficiency through 1) asking the participants to do a) an English proficiency test that measures conventional vocabulary and grammar skills and b) a logical thinking test measured by English questions, and 2) conducing qualitative and quantitative research on characteristic false answers and the reasons for those typical wrong answers. We have observed that English proficiency and logical thinking skills were correlated for junior and senior high school students, although there was a ceiling effect for university students. (r=0.6~0.8) In addition, among the four domains of logical thinking attitude proposed in Bloom's Taxonomy (analytical ability, evaluation ability, reasoning ability, and expressive ability), analytical ability was correlated with English ability, evaluation and expressive ability with both logical thinking ability and English ability, and reasoning ability with logical thinking ability, respectively. Therefore, we propose that measuring reasoning ability is an effective way to measure logical thinking ability, and that analytical, evaluative, and expressive skills should be emphasized in order to develop logical thinking ability through learning English. Keywords - English Proficiency, Logical Thinking