Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates

Autor/inn/en	Uchihara, Takumi; Harada, Tetsuo
Titel	Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 52 (2018) 3, S.564-587 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.453
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; Receptive Language; Self Concept; Language Skills; Undergraduate Students; Language Usage; Speech Communication; Language Proficiency; Teaching Methods; Student Evaluation; Listening Comprehension; Foreign Countries; Vocabulary Skills; Student Attitudes; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Rezeptive Kommunikationsfähigkeit; Selbstkonzept; Language skill; Sprachkompetenz; Sprachgebrauch; Language skills; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Hörverständnis; Ausland; Aktiver Wortschatz; Schülerverhalten
Abstract	This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self-rating of vocabulary knowledge) and self-perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English-medium instruction (EMI) courses in Japan. The students' academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Results showed that learners with larger aural vocabulary sizes were more confident in spoken language use, and those who self-rated higher on their vocabulary knowledge were more likely to perceive themselves as proficient in productive language skills. Interestingly, learners with larger written vocabulary sizes tended to perceive themselves as less proficient in performing EMI tasks. Results also showed that none of the vocabulary measures were significantly associated with academic outcomes. Interview data suggest that EMI students' performance could be affected by the complex interplay of various factors, though not necessarily a large vocabulary size alone. Based on these findings, implications are discussed in terms of teaching and assessing vocabulary knowledge in EMI courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01