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[denise]

Our students just took the TOEFL, which they do twice every term, and, as usual, many of them bombed.

I read/heard somewhere that Japan consistently has the lowest TOEFL scores in Asia. Why?!??!?

A friend of mine suggested that it was because students in other Asian nations (less developed than Japan) feel a more urgent need to improve their lives/situations, so they work harder. Here learning English is... a hobby? Something to kill time?

I believe that it's a combination of this lack of urgency and the fact that the TOEFL requires more than rote memorization. Students (test takers) must infer, guess, etc.

Normally I would look at my students' scores and wonder what I did wrong, both because my natural tendency is usually to look at my own actions first and because I taught one of the TOEFL classes this term. Surprisingly, though, I am not blaming myself, because most of the students consistently bomb the TOEFL time after time. It appears to be a bigger problem than the combined efforts of our teaching staff can solve.

Sigh.

d

[Glenski]

Who are your students? Adults or HS students?

Japanese junior high and HS teaching is meant to prepare students for their college entrance exam English, not for conversational English. They memorize 30-40 words a week from a silly book called Word Navi, get tested on them (40-50% is often considered passing), then never see or use these words again. Can't really improve vocabulary that way. Grammar is taught by Japanese teachers who, for the most part, can't speak English very well, and who use archaic or arcane English books with British and North American English mixed in it, often with extremely formal usages of grammar as the main points to memorize. Choral repetition is a common feature of the entire 3 years of junior high English classes (ie, no pair work, no actual conversations). Foreign teachers are present often just to give students some oral practice, but it works out as more of a listening session.

As for adults, yes, going to English classes is very much a hobby for some (usually housewives), but can be semi-serious endeavors for others (like businessmen who need a high TOEIC score to get a promotion or overseas assignment). Conversation classes meet only once a week (usually) and provide no homework or tests, so how can you expect them to learn/refresh their English very much?

[JimDunlop2]

It's always tough when we work hard to cram our students full of knowledge and then they go & bomb the test...

I was discussing this over beer with my wife the other night, and I concluded that the real problem is lack of appropriate need and motivation to become communicable in English...

My new analogy (I love to go to pet shops just for fun): Learning English is like a a cute puppy in the pet shop window. Everyone loves to come see them and play with them for a while, but very few are actually willing to put out the money and effort required to make it their own...

So here's what I hypothesized: that the only way for the Ministry of Education to bring up the overall level of English in this country, is to create an appropriate urgency or need for it in the workplace. For instance, institute a requirement that at least all new public employees (civil servants) must have a minimum passing grade on a test of COMMUNICATIVE English, and at least 50% of existing employees (in order to retain their employment) should take a minimum-level English course to pass a certain grade. Furthermore, extend this into the private sector by instituting significant tax breaks and incentives to companies for hiring bilingual staff (that have a minimum level of communicative English)..

I know it's a rather radical approach (and my wife didn't agree with me -- she agreed that it may be good for professionals, but not for all people. As for me, I argued that the rules should be universal -- from the Minister/CEO all the way down to the lowliest street sweeper and gofer... Lest the motivation be once again lost). but just for the sake of discussion and argument, what do you think?

[denise]

Jim--

Great analogy! I'm not sure it should be a requirement for everyone, though--only for those who realistically might come into contact with foreigners at work.

Glenski--the depressing (or MOST depressing) part is that our students are pre-university. I teach in an intensive English program at a satellite campus. The home campus in the States requires a TOEFL score of 520. I haven't seen any of our students reach that in the year that I've been here. Out here, we let them start taking college courses with a TOEFL score of 490/500. We're lucky to get one or two students per term who reach that score.

All of our students should theoretically have had several years of English in high school, whatever it's worth. Then they come here, where they get intensive reading, writing, speaking, listening, grammar, and TOEFL (for the advanced levels) practice 20 hours per week. There are five levels in our program, and after they successfully get through the fifth level they start taking college courses. We routinely require students to repeat a level--sometimes three or four times--until they get a high enough TOEFL score to move on. We have students who have been here for over a year and are still scoring below 400. We have students who will do really well one term--well enough to get bumped up a level--and then drop 50 points the next time.

I just finished calculating the grades for my TOEFL class. As most of the grade is based on their test score, there were a lot of low grades. I think I kinda inflated the grades in my other classes to make up for the crappy grades that I'm giving in my TOEFL class.

d

[joncharles]

I tink that attitude is beginning to change. Before I left Nova I noticed an increase in Salaryman students. Almoast every single one of them said that they need you learn English because thier companies are or are going multi-national and the need to learn English. Many companies are requiring a certain TOEIC score in order to get promotions. So I think the incetive is there now. However, it has along way to go. Most of my students wanted to learn English so they could travel... and really did not put too much effort. True, a lot of the housewives came in as a hobby and to flirt a little with the young teachers.

I think JimDunlop2 has a point about the grammar. I have seen efforts to develop communication skills lost in the quest to achieve perfect grammar, sometimes by the teacher. I think part of it has to do with the student who has been brought through an education system designed for test taking, as Glenski mentioned. They have been given everything in a nice little package... "memorize it and pass the test" Having to apply that English knowledge in communication is not a priority. The Chinese Government has a much better English education program mandated.

[Gordon]

[Smooth Operator]

Another reason is that Japanese people generally have a higher disposable income than their Asian counterparts. Thus, many 'dispose' of their income in taking these tests to check their (low!) level. For students in other countries they have more incentive and less income to blow on these tests, and maybe take them more seriously as a result. Just another theory. I could be wrong...

[shmooj]

[Gordon]

[PAULH]

[BenJ]

I do believe you overlooked Gordon's sarcasm PaulH.

I briefly tried some parts of a TOEIC practice test and was blown away by how nit-picky and irrelevant many of the questions were - I only feel sympathy for the individual student forced to study for and take this "test".

I second the IELTS comment after teaching it in Australia.

[Gordon]

You're right Ben.

I too am teaching TOEIC and don't put a lot of value in it as a means of testing a student's English ability.

What about the Cambridge exams (FCE)? I've seen them, but don't know much about them. They do sound good though.

[homersimpson]

There's no sense of urgency to learn English in Japan ... except for the purpose of exams. At no level of government has there been even the slightest emphasis placed on some level of fluency. I believe that's at the heart of the matter. Although I do see some students excel, I teach at a junior high, the vast majority can't answer "What time is it now?" even at the 3rd grade level. Those who are good at English either study at home, have a natural ability for it, or have lived abroad for some period of time.

[shmooj]

PAULH man really? Maybe you need some stress relief

Gordon.. ha ha... you're right about TOEIC too...

personally I think it stands for Testing of English Instead of Communication...

FCE is a great test IMHO. I prepped some students towards this in Japan. It was a tough test all round for them. Five Papers in all including a "Use of English" paper.

In fact, any of the Cambridge suite of exams including the kids ones are great tests. Anyone who has passed one of these tests instantly gets my full respect in class. <sarcasm>The others just get a disdainful stare every now and then and woe betide any who mention their TOEIC score </sarcasm>