Analysis of a vocabulary size test on controlled productive ability

Vocabulary knowledge is an important part of measuring EFL students\u27 overall language ability. Generally vocabulary levels are assessed by measuring receptive knowledge. However, to train language learners to become genuinely capable communicators, it is essential to measure not only receptive knowledge but also productive knowledge. To accomplish this, Laufer and Nation (1995) developed the Vocabulary Size Test of Controlled Productive Ability (VLT-CPA). Unfortunately, this test has proved difficult to use with Japanese learners. This paper investigates the possibility of measuring productive vocabulary size of Japanese EFL learners using the VLT-CPA. Results show that, 1) participants\u27 VLTCPA scores correspond to the 45% mark commonly found when using the Vocabulary Levels Test (VLT), thereby reconfirming the results of Waring (1997). Further, 2) productive vocabulary size of the CELT High-score group and Low-score group examined by the VLT-CPA show an almost 30% difference. Thus we determine that the VLT-CPA can be used with Japanese EFL learners, and be regarded as an accurate indicator of productive vocabulary knowledge. Finally, 3) the High-score group obtained scores of about 60% in the VLT-CPA at the 2,000 word level, confirming the importance of encouraging students to strive for a productive vocabulary of at least 2,000 words, in order to become successful language users.論

A reanalysis of the reliability of the vocabulary levels dictation test

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玉田先生と北尾先生

紹介

最終講義での“Feeling good”

贈る言

スピーキング能力向上を目指すEFL 学習者が知っておくべき８つのこと

Many students in the Department of English at Doshisha Women’s College of Liberal Arts feel that they are not good at speaking in English even though they have studied it for more than six years. However, they still want to improve their speaking skills as much as possible. For listening, learners struggle to deal with sounds which disappear in an instant. For speaking, they have to plan what to say, select words and expressions, and give utterance to their thoughts in an instant, following both grammatical and pronunciation rules with also being under the pressure of producing language with accuracy. This article attempts to help students realize that speaking is not a simple task and that there are many factors to keep in mind when communicating.論

英語科教職課程履修生による発音練習への自主的な取り組みと課題

The purpose of this research was to focus on how Japanese EFL learners develop autonomy in language learning. Forty-four female students in their junior year of college,- participated in the practice teaching (teaching practicum) programme at a local junior/senior high school. The student- teacher participants were offered two phases of pronunciation training, and each practice session was 30 mim, conducted daily for 10 days. Each- phase lasted 15 days. Practice materials were chosen from the ATR CALL BRIX 4. 0 application (©2013 ATR Learning Technology Corporation). For the first phase of training, participants were instructed to concentrate on single English word pronunciation, and for the second, on full sentence pronunciation. Participants were also required to write comments after each practice session,- and to respond to questionnaires about the training, at the end of each phase. The results of the questionnaires showed that more than 70% of the participants positively evaluated their participation in the training.,- They also felt that the training improved their pronunciation skills. Moreover, about 80% became aware of personal pronunciation weaknesses,- through the training. Although about 70% of the participants felt that their autonomous learning skills had improved, 65% did not believe that they had gained any substantial confidence in pronunciation ability. In this study, the authors conclude that,- in order to promote the successful development of autonomous language learning, teachers need to prepare an environment where learners are able to,-: 1) choose personally useful and important tasks, -; 2) recognise and appreciate the significance of their decisions:, - 3) feel supported and encouraged by their teachers/evaluators,- regarding what they have achieved in their learning.論

「英語発音クリニック」大学エクステンションプログラムにおける英語発音指導：短期間の講座に求められるもの

This paper reports on “English Pronunciation Clinic,” as one of the extension programs at the English Society of Doshisha Women’s College and introduces the questionnaire results proving the meaning of continuing education for participants and the program designer. The program was offered from 2014 (fall) to 2018 (fall), twice a year, 5 classes per semester. Participants in the program ranged from undergraduates to adult learners. The results from the questionnaire taken from 12 participants (2016, fall) showed that 87% of them thought learning English pronunciation was helpful in accelerating their language study for school or work. 81% of them showed positive attitudes toward the pronunciation corrections done by the instructor, learning through phonetics theory and IPA symbols, using a PC for Internet practices. However, when asked regarding suggestions such as giving pronunciation evaluations scores, addingprograms focused on business English pronunciation, or a customized private program, only 41% of them showed a clear interest. The participants’ opinions in their free comments section were varied. They were analyzed and the results implied that the life-long learning takes place best when the instructor stays in the role of facilitator, since the learners already know their learning goals.実践報