A Longitudinal Study of Progress in Vocabulary Size of Japanese EFL Senior High School Learners: A Comparison of the General and Commercial Courses

Autor/inn/en	Akase, Masaki; Uenishi, Koji
Titel	A Longitudinal Study of Progress in Vocabulary Size of Japanese EFL Senior High School Learners: A Comparison of the General and Commercial Courses
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 19 (2015) 1, S.163-182 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Longitudinal Studies; Scores; Vocabulary Development; English (Second Language); Second Language Learning; Statistical Analysis; High School Seniors; Comparative Analysis; Receptive Language; Language Tests; Second Language Instruction; Foreign Countries; Teaching Methods; Course Descriptions; Outcomes of Education; Learning Motivation; Curriculum; Careers; Japan + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Statistische Analyse; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Curricula; Lehrplan; Rahmenplan; Career; Karriere
Abstract	The purposes of this study are (1) to longitudinally measure the receptive vocabulary size (VS) of Japanese EFL senior high school learners; (2) to investigate how the learners develop their VS; and (3) to describe the longitudinal developmental patterns of VS of each learner during their three years of high school. Kasahara's (2005) VS tests, a modified version of Mochizuki's (1998) test were administered to 196 learners three times while they were in high school. Descriptive statistics were calculated and longitudinal comparisons were made, using the data of the identical subjects. One-way ANOVAs and post hoc Bonferroni tests confirmed that the general course learners made progress throughout their time at school. As for the commercial course learners, they made progress during their first and second years. However, there was no statistically significant difference in average scores between the second and third years. The statistics and the line graphs of longitudinally-measured VS revealed that in the commercial course, 14.7% and 42.7% of the learners made little and or negative progress between their first and second testing and their second and third testing respectively. The study results suggest the three main factors explaining this stagnation of the commercial course learners: school curriculum; motivation; and future career path. Further research should be conducted with learners whose academic levels vary widely to investigate this learning plateau. (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://paal.kr/journals/journals.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01