Vocabulary knowledge is key to language skills. In Nation’s model of word knowledge (2001), recognition of written forms of words comes at the top. In this presentation, using a quick-and-easy test, the change in word-recognition efficiency across six years of a single JHS/SHS in Japan is examined. A single, comparable year group in a Korean high school is presented for comparison. Data from university classes is also included. The results did not show smooth development. The distance between writing systems of different languages exerts a strong influence on second-language reading, as many of us who read Japanese as a second language well know. The Japanese writing style is further from English than Korean, and it will be seen that the Korean subjects had higher scores in recognizing high-frequency words by the end of school. Low scores on word recognition are likely linked to weaker comprehension ability in English. The implication of this situation for English education in Japan is considered.
Dr. Coulson would be keen to collaborate with teachers who are deeply involved in extensive reading with their students. The change in word-recognition ability as a result of extensive reading is unclear. Please let us know if you would be willing to work together with him on this.
DAVID COULSON teaches in the MA program of Ritsumeikan University, and supervises students' research on English and Japanese applied linguistics.
