Progress of Vocabulary Size and Listening, Reading, and Speaking Proficiencies Among Japanese High School EFL Students Over a Three-Year Period
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概要
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The purpose of this study is to compare the progress of receptive vocabulary knowledge and the listening, reading, and speaking proficiencies of Japanese senior high school (SHS) EFL students during the approximately three years of SHS. Thirty-nine students in an intact class at a Japanese SHS took Mochizuki's (1998) Vocabulary Size Tests (VSTs) and TOEIC Bridge tests (listening and reading sections) twice (about two weeks after they entered the SHS and three months before their graduation). They also took speaking interview tests twice (about seven months after they entered the SHS and five months before their graduation). Their utterances on the speaking tests were tape-recorded, transcribed, and analyzed in terms of four aspects (fluency, accuracy, syntactic complexity, and lexical complexity). Standard Errors of Difference (SEDiffs) were used to identify progress (↑), no progress (→), and deterioration (↓) for each participant for the estimated scores of the VSTs and the listening and reading scores of TOEIC Bridge, respectively. Compared to the standard deviations, the degrees of progress were done for the four speaking indicators produced from the transcriptions. The results showed that all the students made progress in receptive vocabulary size; the percentage was 69.2% in listening, 94.9% in reading, 51.3% in fluency, 66.7% in accuracy, 51.3% in syntactic complexity, and 51.3% in lexical complexity of speaking. Further, the results showed various combinations of progress, no progress, or deterioration in terms of fluency, accuracy, syntactic complexity, and lexical complexity, and only 10.3% of the students made progress in all four speaking areas. Thus, it appears difficult to make progress in all four areas of speaking. The four speaking indicators being neglected, most (69.2%) of the students made progress in receptive vocabulary sizes, listening, and reading; the second largest group (25.6%) made no progress in listening but did make progress in vocabulary and reading.
- 日本言語テスト学会の論文
- 2013-12-25
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関連論文
- Longitudinal Measurements and Developmental Patterns of Receptive Vocabulary Size : A Study of Japanese University EFL Students(JLTA Best Paper of the Year)
- Examining the Rationale of Vocabulary Size Tests Based on Word-Frequency Levels
- Progress of Vocabulary Size and Listening, Reading, and Speaking Proficiencies Among Japanese High School EFL Students Over a Three-Year Period