On the Use of Vocabulary Learning Strategies and the Perception of Their Effectiveness : A Survey of EFL Teachers and Students Conducted at Public High Schools in Shizuoka Prefecture, Japan

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Other Title
  • 語彙学習の実態と教師および生徒の意識 : 静岡県内の公立高校の英語科教員および生徒へのアンケート調査より
  • ゴイガクシュウ ノ ジッタイ ト キョウシ オヨビ セイト ノ イシキ : シズオカ ケンナイ ノ コウリツ コウコウ ノ エイゴカ キョウイン オヨビ セイト エ ノ アンケート チョウサ ヨリ

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The purpose of this study is to investigate how teachers of English as a foreign language (EFL) in Japan teach their students vocabulary and how they perceive the effectiveness of the strategies that they employ in teaching vocabulary. The study also aims to investigate how EFL students in Japan learn English vocabulary and how they perceive the effectiveness of the strategies that are employed by teachers in class. The present study conducted a survey of teachers and students at public high schools in Shizuoka Prefecture, Japan. The participants included were 408 teachers from 84 high schools and 1068 students from 9 high schools. A questionnaire about the use and effectiveness of 21 strategies for vocabulary learning, which were categorized into 8 groups, was administered using a four-point Likert Scale. The teachers were asked a) whether they were taught vocabulary using the 21 strategies in their high school days, b) how effective they think those strategies are, and c) whether they use those strategies in teaching vocabulary to their students. The students, on the other hand, were asked a) whether they are taught vocabulary using the 21 strategies, b) how effective they think those strategies are, and c) whether they use those strategies in learning vocabulary by themselves. The results of the present study show that for both teachers and students, a correlation exists between the use of the strategies and the perception of the effectiveness of those strategies. However, there are a few strategies that are not used by teachers in class even though they recognize the effectiveness of those strategies. On the other hand, there are also a few strategies that are used by teachers although they do not recognize their effectiveness. A similar discrepancy is also found between students’ use of learning strategies and their perception of the effectiveness of those strategies. Furthermore, inconsistency exists between teachers’ perception of the effectiveness of the strategies and that of students’. Based on these findings, the authors discussed how teaching and learning of vocabulary can be improved for EFL teachers and students in Japan.

Journal

  • 教科開発学論集

    教科開発学論集 6 35-45, 2018-03-31

    愛知教育大学大学院教育学研究科・静岡大学大学院教育学研究科共同教科開発学専攻

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