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

Page No.: 
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.