著者

Thomson Haidee

出版者

一般社団法人大学英語教育学会

雑誌

Research bulletin of English teaching (ISSN:1880716X)

巻号頁・発行日

no.10, pp.27-45, 2013-02-22

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This paper follows the creation of the vocabulary component of a communication English course in a university in Japan, showing how Nation's (2000) course design process model and four strands framework (Nation, 2001) can be utilised to structure and evaluate a language course for effective vocabulary learning. Following the model, a needs analysis is conducted, making use of vocabulary size and level tests (Laufer & Nation, 1999; Nation & Beglar, 2007) to identify learner vocabulary knowledge and goals. Based on the principle that the more time you spend on a skill the better you will become at that skill, the four strands framework helps identify the various learning conditions and balance them across the curriculum. The four strands or learning conditions are: meaning focused input (MFI), meaning focused output (MFO), language focused learning (LFL) and fluency development (F). The planning process described in this paper can be used as an example or a starting point for those who want to design structured, balanced and goal-focused communicative language courses.