The purpose of this report is1) to make clear the weak points of Japanese in hearing and writing English sentences, and2) to show a teaching method of English, proposed by O. Saheki to overcome these weak points. Subjects (Table1): first, second and third year pupils of Junior High School A, in Kyoto City, of the average intelligence level of pupils, taught throughout the current academic year by a single member of the staffs of the same school; first year pupils of Junior High School B, also of average intelligence, taught by O. Saheki for one year; first, second and third year Saheki English School pupils; and freshmen of College D and E. Procedures: 1. Aural Recognition of English Sentences. The subjects were asked to listen to and write English sentences (Table2), except junior high school first year pupils who were asked to translate them simultaneously and write them down in Japanese (Table3). 2. Translating Japanese into English. The subjects were asked to listen to Japanese sentences and translate simultaneously and write them down in English (Table4). The number of the subjects who answered correctly were compared between groups by X2-test (Table2, 3, 4). Correlations between scores in pronunciation, aural recognition of phonemes, aural recognition of sentences, translation, and intelligence were calculated (Table5). Results: Most of the subjects, except those taught by O. Saheki, could not respond entirely correctly either in recognizing English sentences or in translating Japanese into English, but only words familiar to them. College students showed responses which were a little better than those of junior high school pupils. Most of the Saheki School pupils had established a fairly organized English language system by the end of the third year of junior high school. The first year pupils of School B showed almost similar results to those of Saheki School's. College E students showed some progress by the end of the course of lessons by O. Saheki. As the result of correlational analysis of scores, pronunciation an aural recognition had rather negligible relation with intelligence. Translation had more significant relation with it, especially with the verbal factor. As for the College E subjects, before lessons by O. Saheki, pronunciation and aural recognition had no relation with translation, but by the end of the lessons, these had been organized. The following teaching process of English was proposed by O. Saheki. At first, an introduction is given in the difference between Japanese and English sentence structure to pupils using some fundamental English patterns, explained in Japanese. Then, he let pupils practice hearing and pronouncing these sentences. The more organized the subjects'English system becomes, the more English patterns are introduced. The greater part of every lesson is devoted to practice of the following, involving reuse of every pattern which has been taught since the first lesson; 1) they listen to English sentences, pronounced at normal conversation speed, and translate them, into Japanese orally, and 2) they listen to Japanese sentences and translate them into English as rapidly as possible and pronounce them. They were asked to read English sentences in the textbook loudly and to translate Japanese into English and write them down at home. Thus he tried to develop the pupils'hearing-, speaking-, reading-, and writing-English into a well-organized system. In these courses he tried to arouse interest in learning English by stimulating curiosity to the new world, English.