Bridging Research and Secondary School Classrooms: A Case of Vocabulary Learning

Page No.: 
14
Writer(s): 
Tomoko Ishii, Meiji Gakuin University

Despite the great advancement we have seen in vocabulary research, secondary school English teachers in Japan are not necessarily well informed in regard to such findings. This paper describes one workshop designed to help a private six-year secondary school in the Tokyo area. Although none of the topics covered is new to vocabulary researchers, the feedback from the teachers showed that the workshop was useful to them. Some teachers commented that they had learned about new concepts and that they could clarify the goals they should be working towards. Other teachers said that it was good for them to learn about research-based support for their choice of materials and stated that they could now teach with more confidence. This paper argues for the benefit of contextualizing research findings in each teaching setting and working together with the teachers to consider ways to improve their vocabulary instruction.

語彙習得研究は近年大きな成果を挙げてきたが、それが中学・高校の教育現場で充分には活かされていないようだ。本論では、都内の私立中高一貫校で英語科教員を対象に行った語彙指導ワークショップの概要を紹介する。ワークショップでは、語彙習得研究者には基礎的な事柄を扱ったにもかかわらず、「新しい知見が学べた」、「使用している教材に理論的根拠があることを知って自信がついた」など、前向きな反応を得た。研究成果を各学校の状況に適用して議論し、教員と研究者が共に指導の向上を目指すことは有益であると言える。

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