Development of Instructional Materials and Teachability of Learning Strategies to EFL Japanese Learners

本研究的目的是：1）为日本英语学习者选择可教的学习策略，以制作教学材料; 2）澄清所选策略是否有效。2000年，本研究的第一年，词汇学习策略和元认知策略被认为是日本英语学习者可教的，根据作者先前的研究结果。根据这些战略，编写了教学材料。2001年1月至3月，东京都内119名公立高中学生参加了实验。学生们被分成三组。他们包括两个实验组和一个控制组。其中一组（N=38）只教授词汇学习策略，另一组（N=40）教授词汇学习策略和元认知策略。教学策略的效果通过词汇测试来衡量，元认知策略的效果通过5分Likart类型量表的前后问卷来衡量。数据采用方差分析。结果证明：（1）词汇学习策略与元认知策略沿着教授时，词汇测试成绩有所提高;（2）对于低词汇水平的学习者，词汇学习策略单独使用可能有效，但两种策略都可能有效;（3）教学策略的有效性在男女生之间没有差异。因此，本研究发现，本研究所选用的策略是可教的。

The purposes of this study are : 1) to select teachable learning strategies for Japanese EFL learners in Order to produce instructional materials and 2) to clarify if the selected strategies are effective or not.In 2000, the first year of this research study, vocabulary learning strategies as well as metacognitive strategies were judged to be teachable to Japanese EFL students, based on the results of preceding research studies conducted by the author. With these strategies, instructional materials were produced. From January to March in 2001, 119 public high school students in Tokyo participated in the experiment. The students were divided into three groups. They consisted of two experimental groups and one control group. The one experimental group (N=38) were taught only vocabulary learning strategies, while the other group (N=40) were taught vocabulary learning strategies with metacognitive strategies. The effect of teaching the strategies was measured by a vocabulary test and the effect of metacognitive strategies by pre and post questionnaires of a 5 point Likart type scale. Data were analyzed by ANOVA. The results proved: 1) The scores of the vocabulary tests improved when vocabulary learning strategies were taught along with metacognitive strategies; 2) For the learners of lower vocabulary level, vocabulary learning strategies alone could be effective, though both types of strategies could be also effective; 3) No difference were found between boys and girls in the effectiveness of teaching strategies. Thus, this research study found that the strategies selected in the study are teachable.