Japanese High School English Teachers’ Beliefs About the Translation Items in the National University Entrance Examinations

Results of Interviews

Abstract

The current Course of Study for high schools in Japan states that English classes should mainly be conducted in English (MEXT, 2009, p. 116). In their various meetings, MEXT has also been discussing the use of external examinations (TEAP, GTEC CBT, etc.), which have no translation items, for university admissions. However, translation items still appear in the entrance examinations of Japanese national universities. The present article investigated Japanese high school English teachers’ beliefs about the translation items appearing in the examinations, for there is no existing research on this matter. Interviews were conducted with 9 public high school teachers who had taught 3rd graders wishing to go on to a national university. Four common categories were identified: 1) Language Learning in High School, 2) Future English Ability, 3) Ability Measured by the Tests, and 4) Content Validity of the Test Items, as a result of data analysis by Grounded Theory Approach. Moreover, the teachers were classified into three groups based on their opinions. In the discussion section, a conceptual model of the categories was explained with a central focus on Future English Ability. In conclusion, this study suggests that it is important to elicit and discuss the roles of translation, taking into consideration foreign language policies in Japan as well as movements in foreign language education in the world.