| Budget Amount *help |
¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 2001: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2000: ¥800,000 (Direct Cost: ¥800,000)
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| Research Abstract |
The purposes of this study are : 1) to select teachable learning strategies for Japanese EFL learners in Order to produce instructional materials and 2) to clarify if the selected strategies are effective or not.
In 2000, the first year of this research study, vocabulary learning strategies as well as metacognitive strategies were judged to be teachable to Japanese EFL students, based on the results of preceding research studies conducted by the author. With these strategies, instructional materials were produced. From January to March in 2001, 119 public high school students in Tokyo participated in the experiment. The students were divided into three groups. They consisted of two experimental groups and one control group. The one experimental group (N=38) were taught only vocabulary learning strategies, while the other group (N=40) were taught vocabulary learning strategies with metacognitive strategies. The effect of teaching the strategies was measured by a vocabulary test and the effect of metacognitive strategies by pre and post questionnaires of a 5 point Likart type scale. Data were analyzed by ANOVA. The results proved: 1) The scores of the vocabulary tests improved when vocabulary learning strategies were taught along with metacognitive strategies; 2) For the learners of lower vocabulary level, vocabulary learning strategies alone could be effective, though both types of strategies could be also effective; 3) No difference were found between boys and girls in the effectiveness of teaching strategies. Thus, this research study found that the strategies selected in the study are teachable.
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