Abstract
Japanese high school students preparing for university entrance exams are required to learn many English words. As a result, they often use commercially available word books for vocabulary learning. However, strategies for this learning are rarely taught in schools, leading students to rely heavily on simple repetition, which is said to be ineffective. In this study, based on theories of the cognitive mechanisms of memory, we considered a developmental approach that expands through stages: associative learning, structuring of knowledge, and practical application in daily life. A voluntary summer course was planned and conducted for first-year high school students, where they experienced various strategies and adopted the ones that suited them best. After the course, survey results showed a significant increase in responses indicating a desire to try the strategies in the future. Free responses also suggested that the experience provided fresh and useful insights into vocabulary learning strategies.
https://ror.org/057zh3y96 
