The study reported here had three major objectives: (1) assessment of
average vocabulary and comprehension levels of Japanese college students
studying English as a second language (ESL) and comparison of the
effectiveness of several formats for teaching vocabulary, reading
comprehension, and listening comprehension; (2) comparison of three media
(traditional silent-reading, audiolingual methods in a language laboratory,
and author-designed computer software in a computer laboratory) for
teaching vocabulary and reading comprehension; and (3) gaining insights
into second language teaching in general and ESL instruction in Japan in
particular. Instructional materials were derived from one vocabulary
workbook series. Subjects were first- through third-year students at six
institutions in Japan. Results indicate that the intensive vocabulary
training methods developed for the study were successful in teaching
vocabulary usage and retention, with reading and listening comprehension
improving as more vocabulary was mastered. Implications for classroom
teaching and for future research are outlined. Extensive materials are
appended.
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