中・高学習指導要領の語彙数を検討する
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概要
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New guidelines for English education were recently issued by the Ministry of Education; one for junior high schools in December, 1998 and the other for senior high schools in March, 1999. The main aim of the guidelines was to develop students' English communication skills. Emphasized in these editions were strict selection of teaching materials and a smaller size of vocabulary to teach. The size of vocabulary used in junior-high textbooks was reduced from 1,000 to 900 words, and the minimum number of essential words from 507 to 100 words. It is also noteworthy that the vocabulary for senior high was decreased every time guidelines were revised: upper limits were 6,800 words in 1951, 4,700 in 1970, 2,950 in 1978, 2,400 in 1988, and 2,200 in the new edition. In the writer's opinion, the reduction of vocabulary creates a number of problems. First, the actual number of words acquired by students will be lowered due to the reduced vocabulary size. Because it is often said that students usually acquire less than a third of the words they learned. The guidelines seem to indicate that students will acquire the whole 900 words if given in the textbook. Second, it is controversial to think that communication skills are easier to acquire in textbooks with a strictly selected smaller vocabulary. Also, it is a question that a smaller vocabulary and tightly chosen teaching materials are good to keep classes active. Third, the number of headwords, taught to students, is smaller than the vocabulary limit of 900 words. This is because words are counted by word form, not by headword. Inflections are thus counted separately, causing a smaller number of headwords than the 900 words. Forth, the minimum essential words, reduced to 100 words, may be too small to cover basic functional words. Even 'was', 'were', 'had', 'did', 'very', and 'not' were not found on the list. Fifth, the essential words were counted in a different system from the whole vocabulary, by headword, not by word form. This paper presents these problems and concludes that: 1) the vocabulary size should be increased rather than decreased; 2) students should not be required to memorize all words given to them; and 3) students should be exposed to a large number of words perceptually, as auditory or visual information.
- 千葉大学の論文
- 1999-12-27
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