藤田 玲子

This article reports preliminary results of a study aimed at creating a specialized English wordlist for tourism majors at universities, derived from a corpus that encompassed four different subfields (i.e., air travel, accommodation, travel firms and academic). First, the extracted EFT (English for Tourism) wordlist was analyzed in terms of its profile, specifically in relation to standard frequency lists (i.e., General Service Lists 1 & 2, and Academic Word List) as well as JACET 8000. It was found that about two-thirds of the vocabulary items in the EFT list were also considered important in general vocabulary learning, while the rest were highly technical items. Second, EFT vocabulary knowledge was investigated among university students with different levels of general vocabulary knowledge (N=131). Using vocabulary level tests, receptive knowledge of EFT and general vocabulary was measured in different frequency bands of JACET 8000. It was found that, although participants in different level-based groups showed varying levels of performance, their performance did not significantly differ on EFT and general vocabulary within the same frequency band. Then, the extracted items were classified based on their difficulty levels across the participant groups. Finally, implications for teaching EFT vocabulary are discussed.

Call classrooms are innovating the learning environment for acquiring listening and speaking skills as well as reading and writing skills. To find the most effective teaching methods, it is important to investigate what type of roles teachers may play in CALL classrooms. In this study, two types of learning settings are examined: teacher controlled classes and students' self-learning style classes. The students' improvement in listening and pronunciation skills are measured after 15 sessions of the two types of instructions that were conducted in CALL classrooms respectively. The results show high achievement in listening skills in particular in the self-learning style class.