The Relationship between Estimated Vocabulary Size and Listening and Reading Proficiency in Japanese Senior High School Students

Abstract

The study examined the relation between estimated vocabulary size and listening and reading proficiency in Japanese senior high school students. A newly developed vocabulary size estimation test with four levels: i.e., 1,000- to 4,000-word level groups was used for 2nd year students (N=120). All subjects took a proficiency test twice, and their listening and reading proficiency was tested. Their vocabulary and grammar knowledge was also tested. Changes in these were also examined within subjects. The grand mean for vocabulary size for the subjects was 2062.06. Two proficiency tests administered in July and the following February showed statistically significant increases in vocabulary scores but decreases in listening scores. These reflected the national average. There was, however, no significant difference in scores in reading, grammar, and overall. The results also showed that there was a weak correlation between estimated vocabulary size and listening and reading proficiency: i.e., r =.26-.50 and r =.26-.50 respectively. There were many cases where the correlation was the highest at the 1,000-word level. The study concludes that as listening and reading proficiency cannot be well explained by the vocabulary size only. Educators should teach their students how to listen to and read English, giving them as many chances as possible to function in English. Educators should focus on vocabulary size, especially high-frequency words.