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Pre-course pedagogical considerations for
teaching business English in Japan

by Damian John Rivers
- 2

SBAK+ ‘ Student Questionnaire’
All answers are roughly based on a scale of : (Strongly agree 5< -> strongly disagree 1)

Section 1: DEMOGRAPHIC INFORMATION

1. Age

2. Number of previous visits to English speaking countries

3. Number of languages spoken

4. Number of years English language training

5. Education

6. Major

Section 2: PROGRAM AND PERSONAL GOALS

1. I came to Canada for a vacation

2. I came to Canada because I want to work in a job that requires English

3. I came to Canada because I'm interested in Canada and Canadian culture

4. I came to Canada as a course requirement.

Section 3: KNOWLEDGE AND PERCEPTIONS OF *CANADA (*e.g., target culture)

1. I have studied about Canada in school

2. I have been to Canada before this summer

3. I have met Canadians in Japan

4. I have had a Canadian teacher in Japan

Section 4: PERCEPTIONS OF *CANADIANS (*target culture)

1. I think Canadians are friendly

2. I think Canadians are polite

3. I think Canadians are honest

4. I think Canadians are helpful

5. I think Canadians are considerate

6. I think Canadians are superficial

7. I think Canadians are rude

8. I think Canadians are similar to Japanese people

9. I think I know how to behave appropriately with Canadians

10. I feel confident speaking English to Canadians

11. I feel comfortable socializing with Canadians

Section 5: PERCEPTIONS OF PROGRAM

1. In this program, I expect to learn about Canada and Canadians

2. In this program, I expect to learn more English

3. In this program, I expect to practice my English

4. In this program, I expect to learn about Canadian youth culture

5. In this program, I expect to be given opportunities to meet Canadians

6. In this program, I expect to to have my beliefs challenged by new experiences

Section 6: PERCEPTION OF LANGUAGE LEARNING

1. I think learning languages is

2. I think learning English is

3. I think learning to read English is

4. I think learning to write English is

5. I think learning to speak English is

6. I think learning to understand spoken English is

7. I think learning to understand Canadian culture is

8. I think making friends with Canadians is

9. I think speaking English to a shop clerk in a store or bus driver will be

10. I think speaking English to a teacher is

11. I think speaking English to Japanese people is

12. I think that having an accent in English is

13. I think understanding English television or movies is

14. I believe having good Listening/Speaking skills in English is

Section 7: PERCEPTION OF CLASSROOM ROLES

1. I think the teacher will want me to be polite

2. I think the teacher will want me to sit quietly until asked a question

3. I think the teacher will want me to volunteer answers

4. I think the teacher will want me to co-operate with other students

5. I think the teacher will want me to compete with other students

6. I think the teacher will correct my English pronunciation and grammar

Section 8: PERCEPTION OF CLASS ACTIVITIES

1. I think the teacher will use music in class

2. I think the teacher will use games in class

3. I think the teacher will have us work in groups

4. I think the teacher will have us work in pairs

5. I think the teacher will have us read in English

6. I think the teacher will have us write in English

7. I think the teacher will give us homework

8. I think the teacher will give us tests

Section 9: COGNITIVE/LEARNING STYLE

1. I think I learn best by reading

2. I think I learn best by listening (e.g, lectures, TV, radio, cassettes)

3. I think I learn best by writing out notes (eg., organizing information)

4. I think I learn best by memorizing words and/or lists

5. I think I learn best by practicing by myself (eg., repeating words)

6. I think I learn best by practicing speaking with native speakers

7. I prefer to study in a group

8. I prefer to study by myself

9. I speak with native speakers outside of class

10. I listen to English radio/music

11. I watch English TV

12. I read English magazines, newspapers and/or books

13. I read Japanese magazines, newspapers and/or books

14. I write letters/essays/reports in English

15. I write letters/essay/reports in Japanese

16. When I write in English, I have problems with grammar/spelling

17. When I write in Japanese, I have problems with grammar/spelling

18. I believe having good reading & writing skills in English is

The Woodman, (1989) questionnaire has specific strengths in its ability to function effectively without the student answering all of the questions. The teacher can choose to include or exlude those questions which he/she believes to be appropriate or inappropriate depdening on the specific situation. The TBAK+ questionnaire functions on the same principles as those of the SBAK+ questionnaire.

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