Through Katagiri (2000, 2001a), using the test items of Mochizuki's (1998) Vocabulary Size Test and Item Response Theory (IRT), new vocabulary tests based on word difficulty order using only 32 items which can be administered in less than 10 minutes had been developed for quick and approximate estimates of examinees' general English ability, and the new vocabulary tests which had three theoretical parallel Forms. Through Katagiri (2001b, 2001c, 2001d), using senior high school students or university students as subjects, (1) the concurrent validity and the reliability of each Form of the new vocabulary tests as quick-and-rough-estimating English tests were examined and confirmed, (2) it was also examined and affirmed that the three Forms are actually parallel with one another, (3) the three Forms were presented to readers (English teachers and language educational researchers). This study (1) examined the concurrent validity and the reliability of each Form of the new vocabulary tests as quick-and-rough-estimating English tests, when junior high school students took them, (2) recapitulated all the results of studies (Katagiri 2001b, 2001c, 2001d, and the present study) on the validity and reliability of the new tests and discussed the problems which should be improved in the future research, and (3) then, summarizing the discussions, suggested a concrete proposal to recreate vocabulary tests for quick and approximate estimates of general English ability of Japanese EFL learners for future research.

View full abstract

As a basis for constructing the empirically derived, binary-choice, boundary-definition scales (EBB scales; Turner & Upshur, 1996), this paper examined the characteristics of speech from 80 Japanese junior high school students. Utterances from two monologue tasks were transcribed and analyzed by utilizing 33 objective measures. The results indicated a lack of vocabulary, complex sentence structures, and cohesive devices, as well as scarcity of errors and the inability to give a proper greeting or leave-taking during the self-introduction. Differences also existed between high and low groups in vocabulary, accuracy, fluency, and task achievement. Moderate and strong relationships were found between vocabulary, task achievement, and accuracy, as well as between speaking time and fluency. Speaking ability correlated highly or moderately with vocabulary, task achievement, and accuracy. Errors were produced more as speaking ability increased.

View full abstract

Little research has been done on the vocabulary size of Japanese EFL senior high school students chiefly because it is very difficult to determine their vocabulary size accurately. There have been many methodological problems to solve. This paper mainly examines the average vocabulary size of first- to third-year students at a senior high school and the differences according to school years and grades. It also examines the average vocabulary size of second-year students at several senior high schools and the differences according to schools. The results showed that the average vocabulary size of first- to third-year students was about 2900 to 3100, about 3200 to 3500, and about 3700 to 3800 respectively. There were statistically significant differences for first- and second-year students according to school years, but there were no differences for third-year students. The differences were statistically significant according to grades. The results also showed that the average vocabulary size of second-year students at several senior high schools was 2788.12 to 3792.79. There were statistically significant differences according to schools.

View full abstract

The purpose of this study is to examine whether Japanese university students trained to read rapidly demonstrate better reading comprehension, and how the instruction effects their perception and use of reading strategies. Thirty-eight students enrolled in a second-semester received speed-reading instruction for twelve weeks. In each class, the students measured and recorded their reading speed. Before and after the instruction, reading comprehension tests and questionnaire surveys on reading strategies were conducted to examine the relationship among speed-reading instruction, reading comprehension, and the students ' perception and use of reading strategies. The analyzed data show that the students demonstrated better reading comprehension and more employment of top-down reading strategies after the instruction. The results indicate that speed-reading instruction has positive effects on students' perception and use of reading strategies.

View full abstract

This article reports on a research project which investigated the in-service training needs of elementary school teachers who were in charge of English language education. In the spring of 2001, questionnaires were sent to all the 630 elementary schools in Niigata Prefecture. Teachers were asked to rate their interests or needs for a number of given topics of in-service courses. This project identified 3 patterns in the expressed needs, which has led to the proposal that those involved in developing such in-service training programmes should attempt to meet these diversified needs by offering teachers a variety of optional single-issue courses.

View full abstract

Languages of Instruction and audiovisual materials serve as input for learners in the classroom. Languages of instruction are indispensable for learners even if teachers do without audiovisual materials in class, therefore they particularly play an important role in the process of the learners' acquisition of a second or foreign language. The problem is that many Japanese teachers of English use not English but Japanese as the main language of instruction. In this research, after surveying the amount and functions of English and Japanese used by teachers and students in class, some effect of the use of English on the students' abilities of English was studied in proficiency tests and interview tests for one year. As a result, the students who were taught English through English had a higher ability to communicate in English than those who were taught through Japanese, though a significant difference was not recognized between the former and the latter in proficiency tests. In addition, the former had a higher motivation to learn English than the latter. This research suggests that teachers should make greater efforts to use English and develop effective methodologies on using the target language and the first language in class.

View full abstract