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Selecting 500 Essential Daily-Life Words for Japanese EFL Elementary Students fromEnglish Picture Dictionaries and a Children’s Spoken Corpus

Kiyomi CHUJO 1, Chikako NISHIGAKI 2, Masao UTIYAMA 3
1

Nihon University, 2-11-1 Shin’ei, Narashino-shi, Chiba, Japan
phone: +81-47-474-2825
fax: +81-47-473-1227
e-mail: chujo@cit.nihon-u.ac.jp
2

Chiba University, 1-33 Yayoi-cho, Inage-ku, Chiba, Japan
phone: +81-43-290-2676
fax:+81-43-290-2676
e-mail: gaki@faculty.chiba-u.jp

3

National Institute of Information and Communications Technology
3-5 Hikaridai, Seika-cho, Soraku-gun, Kyoto, Japan
phone: +81-774-98-6835
fax:+81-774-98-6961
e-mail: mutiyama@nict.go.jp

Selecting 500 Essential Daily-Life Words for Japanese EFL Elementary Students fromEnglish Picture Dictionaries and a Children’s Spoken Corpus
Kiyomi CHUJO, Nihon University
Chikako NISHIGAKI, Chiba University
Masao UTIYAMA, National Institute of Information and Communications Technology
ABSTRACTEnglish textbooks used in Japanese junior and senior high schools lack sufficient daily-life
vocabulary beneficial to EFL learners. The Japanese government’s initiative in 2002 to teachEnglish at the elementary level is a wonderful opportunity to teach the daily life vocabulary that iscurrently missing in junior and senior texts. To create this kind of core vocabulary, words fromtwenty picture dictionaries published outside of Japan and ten picture dictionaries published inJapan were collected and a total of 5,259 words relevant to students’ everyday lives were gleaned.
To make sense of such a large number of words, they were rated in two ways. First we gave them a‘range’ rating which tells us how many picture dictionaries contain that word. Next we checked for
frequency by comparing how often the words appeared in both a children’s corpus of spoken data
(Child Language Data Exchange System) and an adults’ corpus of spoken data (British National
Corpus). This gave us a statistical score of how often the word appeared in the children’s spoken
corpus. Finally, we calculated the U.S.grade level for each word. Integrating these ratings, we now
have a core of the most essential 500 words for Japanese EFL elementary students selected fromEnglish picture dictionaries and a children’s spoken corpus, and we are currently creating elearning material based on this vocabulary.
1. INTRODUCTION
An initiative began in 2002 to teach English to young learners (TEYL) in Japanese primary schools.
This expansion of TEYL marks a major change that will affect secondary level teaching. Generally,
most primary school teachers have neither the experience nor the background skills necessary forteaching English, and they need effective teaching tools that will be both successful and motivating
so that these early language-learning experiences not only support TEYL but also will become abasis for learning at the secondary level and beyond.
The importance of vocabulary in language learning is well documented (Schmitt and McCarthy,
1997; Honig, 2001; Nation, 2001). Researchers have pointed out that everyday words are notsufficiently covered in Japanese English textbooks taught in junior and senior high schools (Inoue,
1985: Mouri, 2004), and Chujo et al. (1994) documented this vocabulary gap in a study which
compared the vocabulary coverage of both Japanese and American textbook vocabulary overeighteen specific language activities. From a practical perspective, teachers and students who goabroad for a short stay in native speakers’ homes to experience daily life in English-speaking

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countries have also reported this lack (Tsuruta, 1991). Hasegawa and Chujo (2004) investigated aseries of three Japanese textbooks used in each of the past three decades and found that while there
have been improvements in each ten-year revision, there was still a lack of everyday words
necessary for survival in English. Furthermore, theoretical and empirical research in EFL suggeststhat teaching essential, everyday words to elementary-aged children can be highly beneficial for
EFL learners (see Kuno, 1999; Ito, 2000). Teaching these words also meets with the Japanese
government’s TEYL guidelines which state that English relevant to children’s everyday life should
be taught in public primary schools. Finally, Jin’nai (2003) reported that educators in secondary
schools are expecting TEYL to provide the everyday vocabulary currently not taught in Japanese
secondary schools.
To address both the gap in missing daily vocabulary currently observed in Japanese secondary
school textbooks and to provide primary school English teachers with an important core
vocabulary, the authors created a base list of the 5,259 everyday words most relevant to students’
daily lives and selected the 500 essential daily-life words most germane to TEYL. All the words inthis base list are provided with basic statistics so that teachers can generate their own lists tailoredto their students’ needs. The purpose of this paper is to describe the development of this daily life
vocabulary and provide it as a resource to primary and secondary teachers of English in Japan.
2. CREATING A DAILY-LIFE VOCABULARY BASE LIST
2.1 Data
2.1.1 Picture Dictionaries
Many researchers agree that picture dictionaries are vital resources for everyday words (Inoue,
1985; Shiina et al., 1988; Matsumura, 2004). As the main print vocabulary resources in this study,
twenty picture dictionaries for both native speaking children and ESL/EFL learners published bymajor overseas publishers in the U.S., England, Australia, Singapore and Hong Kong, and ten
picture dictionaries published in Japan were collected. They are listed in the Appendix.
The words contained in each picture dictionary (PD) were manually typed or scanned optically andthen reformatted onto a master list. Twenty non-Japanese dictionaries and ten Japanese dictionaries
produced thirty master lists. Next, each word list was lemmatized, i.e. inflectional forms such as
cat-cats and go-goes-went-gone-going were listed under the base word forms of cat and go. Proper
nouns and numerals were excluded from each list manually. (For the justification on why thisprocess is necessary, please see Chujo, 2004.) The total number of different words in the twenty
non-Japanese dictionaries was 4,691 and that of ten Japanese dictionaries was 3,897, yielding a
combined total of 5,259 words.
2.1.2 A Children’s Spoken Corpus
A child’s vocabulary is defined as ‘those words which he uses’ (Burroughs, 1957:3) and children

3learn the majority of word meanings through everyday experiences with both oral and written
language (Honig, 2001:68). As such, we also need to consider the real speech data of children. 1
From the CHILDES (Child Language Data Exchange System) spoken data, ten sets of speech dataof children ranging from age 2 to grade 5 (age 10-11) were chosen and downloaded to create a setof children’s spoken vocabulary.2 The 129,326 different words in this 1.29 million-word corpus
were lemmatized to extract all base forms using the CLAWS tag set.3 Next, to create apedagogically applicable list, all unusual or infrequent words (appearing only once) were excluded.
Finally, all proper nouns and numerals were identified by their POS (part of speech) tag anddeleted manually. This process yielded a 4,161-word children’s ‘spoken’ list.
2.1.3 British National Corpus Spoken High Frequency Word List (BNC SHFWL)The British National Corpus (BNC) contains 10.4 million general-usage spoken words usedprincipally by adults in various contexts such as education, business, public institutions, and leisure.
The 9,477 lemmatized words representing these BNC spoken words that occur 10 times or more
(BNC SHFWL) was used as the representative of adults’ speech and was compared to statistically
identify which words are prominent in children’s speech.4
2.1.4

The Living Word Vocabulary and the Basic Elementary Reading Vocabularies

Because of the wide range in targeted ages of the collected picture dictionaries (from children to
EFL/ESL adults), it is important to ensure that any vocabulary selected meets the targeted gradelevel. For this purpose, The Living Word Vocabulary (Dale and O’Rourke, 1981) is useful for
determining the (U.S.) grade level at which the central meaning of a word can be readily
understood. This word list includes more than 44,000 items and each presents a percentage score
for those words or terms familiar to students in grade levels 4, 6, 8, 10, 12, 13, and 16. Also Basic
Elementary Reading Vocabularies (Harris and Jacobson, 1972), with 7,613 different words, isuseful for determining the (U.S.) grade levels of reading vocabulary ranging from the first grade to
the sixth grade. Since the data in The Living Word Vocabulary begins from the fourth grade, theBasic Elementary Reading Vocabularies was used to determine the first, second, and third gradelevel correlations.
2.1.5 Junior and Senior High School (JSH) Textbook Vocabulary
The junior and senior high school (JSH) textbook vocabulary list, containing 3,950 different basewords, was compiled from the 41,112-word top selling series of JSH textbooks (the New Horizon 1,
2, 3 series and the Unicorn I, II & Reading series) currently used in Japanese secondary education(see Hasegawa & Chujo, 2004). This list was used to determine how well the vocabulary covered
eighteen specific language activities. It was also used to identify any overlap or gaps between the
TEYL essential vocabulary and the vocabulary taught in secondary schools.

42.2 Creating the TEYL Essential Vocabulary Base List
The procedure for creating the base list is illustrated in Figure 1 and outlined briefly below.

20 PDs published
for NS / ESL

10 PDs publishedin JapanRange Criteria
Range List
20 Apple
19 Bag18 Animal
17 Airplane
16 Balloon

CHILDES

BNC

Corpus1 mil.
words

Spoken10 mil.
words

Log Likelihood (LL) Statistic
Range List
10 Arm
9 Banana
8 Baby7 Airport
6 Alarm

LL List11554 Mommy
3172 Eat
1580 Truck1333 Fish
1180 MilkTEYL Essential Vocabulary Base List

Figure 1. The outline of creating the TEYL essential vocabulary base list
2.2.1

Vocabulary Selection Criteria for Picture Dictionaries

In picture dictionaries, each individual word is presented with a picture, usually without a context
or sentence. An analysis of picture dictionary data therefore would not (and did not) produce anormal frequency list as would be obtained from an analysis of text data. Because of this, thecriteria of ‘frequency of occurrence’ often used in studies was not applicable. Instead, ‘range’ wasused as the criteria for selecting words. Thus, all twenty lists published outside Japan werecompared for overlap to determine ‘range’. Words that appeared in all 20 PDs were referred to as‘range 20’. Similarly, the ten lemmatized lists created from the PDs published within Japan were
examined for range, and words that appeared in all ten PDs were referred to as ‘range 10’.
2.2.2 Extracting Outstanding Children’s Spoken Words
In earlier studies (Chujo and Utiyama, 2004; Utiyama et al., 2004), the log-likelihood and otherstatistics have been proven as useful in extracting specialized or technical words. In this study, thechildren’s spoken vocabulary list of 4,161 words from the CHILDES data was compared with the
BNC general-usage spoken list of 9,477 words to statistically identify which words are‘outstandingly’ used in children’s speech, compared to that of adults. A score for ‘outstanding-ness’
calculated using the log-likelihood statistic (Dunning, 1993) was assigned to indicate the level ofuse by children.
2.2.3 Determining Grades
The 1st through 16th grade level for each of the 5,259 words from picture dictionaries wasdetermined by a word familiarity data comparison to native English-speaking students. See Dale

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and O’Rourke (1981) and Harris and Jacobson (1972).
2.2.4

The TEYL Essential Vocabulary Base List

Using the results from these procedures, the TEYL Essential Vocabulary Base List was created.
The TEYL Essential Vocabulary Base List of 5,259 words, appearing in the 30 PDs (20 nonJapanese and 10 Japanese) were presented with the following statistical data: the range score of 20
PDs, the range score of 10 PDs, the log-likelihood statistical score for outstanding-ness inchildren’s speech compared to adults’ speech, and each word’s native English speaking (U.S.)
children’s grade. Teachers and material writers can select their own lists by considering the basic
statistics assigned to each word. Only the first 10 words are shown in Table 1.
Table 1. TEYL essential vocabulary base list
Word

Range inNS / ESL PDs

Range inJapanese PDs

CHILDES
Log Likelihood

Grade

baby
pencil
fish
milk
chair
dog
finger
mouth
car
nose

20
20
20
20
20
20
20
20
20
20

8
10
10
9
10
10
9
10
10
10

2225
1468
1333
1180
691
677
674
579
533
486

1
3
1
2
2
1
2
2
1
2

3. SELECTING 500 WORDS FOR E-LEARNING MATERIAL
3.1 TEYL Essential Vocabulary 500 Words (Ver.1)
In order to develop a vocabulary list that can be used in e-learning teaching material, we firstneeded to determine the optimal number of target words from the list of 5,259 words. Prominent
Japanese educators such as Takefuta et al. (2005) and Ono (2005) who consider TEYL as the basis
for learning at the secondary level and beyond advocate allotting 500 words or 500 to 1,000 words
to TEYL in primary education. Putting this suggestion into practice, we targeted 500 words for the
TEYL vocabulary size. Then, in order to integrate the basic statistics assigned to each word in thebase list, we simply calculated the average ranking of the non-Japanese picture dictionaries and
CHILDES scores and selected 500 words from the top.5 Only the top 100 words of the 500 TEYL
essential vocabulary (Ver.1) is shown in Table 2. These 500 words were within the primary school
range, i.e. grades 1 through 6. We can see that appropriate words for the lower grades are listed in
the first 100 words.

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Table 2. The top 100 of the TEYL essential vocabulary 500 words (ver.1)(includes Japanese
secondary textbook vocabulary)
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Word
baby
pencil
fish
milk
chair
dog
finger
mouth
toy
car
nose
ball
cheeseorange
hot
shoe
book
apple
hat
paper
table
eat
head
snake
eye

Grade Rank
(1)
26
(3)
27
(1)
28
(2)
29
(2)
30
(1)
31
(2)
32
(2)
33
(1)
34
(1)
35
(2)
36
(1)
37
(4)
38
(3)
39
(2)
40
(1)
41
(1)
42
(2)
43
(1)
44
(2)
45
(2)
46
(1)
47
(1)
48
(4)
49
(2)
50

Word
lion
hand
hair
cat
juice
bird
truck
bed
tooth
elephant
ride
jump
boat
flower
doll
frog
water
red
ice
blue
butterfly
monkeybootanimalcolor

Grade Rank
(2)
51
(1)
52
(1)
53
(1)
54
(4)
55
(1)
56
(1)
57
(1)
58
(2)
59
(2)
60
(1)
61
(1)
62
(1)
63
(2)
64
(2)
65
(3)
66
(1)
67
(1)
68
(1)
69
(1)
70
(3)
71
(2)
72
(2)
73
(1)
74
(1)
75

Word
sandwich
tiger
boy
shirt
cake
egg
watch
airplaneyellow
a
cow
spoon
duck
scissor
play
toe
see
sleep
foot
paint
ear
game
tree
write
crayonGrade Rank
(3)
76
(2)
77
(1)
78
(2)
79
(1)
80
(2)
81
(2)
82
(1)
83
(1)
84
(1)
85
(1)
86
(4)
87
(1)
88
(4)
89
(1)
90
(3)
91
(1)
92
(1)
93
(1)
94
(1)
95
(2)
96
(1)
97
(1)
98
(2)
99
(4)
100

Word
mouse
green
cup
fall
hammerbreadbanana
dress
can
soup
read
telephone
bee
cream
kite
birthdaysing
rabbit
girl
sock
house
balloon
puppy
bear
big

Grade
(2)
(1)
(2)
(1)
(3)
(3)
(3)
(1)
(1)
(2)
(1)
(2)
(1)
(2)
(2)
(1)
(1)
(1)
(1)
(4)
(1)
(1)
(2)
(1)
(1)

3.2 TEYL Essential Vocabulary 500 Words (Ver.2)
As mentioned in the Introduction, there is a lack of important everyday vocabulary taught inJapanese junior and senior high schools and Japanese secondary level educators expect that TEYL
education at the elementary level will address this lack. We need to determine if the TEYL
essential vocabulary we have developed here is effective for that purpose.
Currently, TEYL in public primary schools is not recognized as an official school subject and thismeans that the secondary level textbooks in Japan are compiled without consideration for the
language materials taught at the primary level. The TEYL essential vocabulary (Ver.1) partly
overlaps with the vocabulary taught in secondary education. In order to determine how effective a
TEYL vocabulary list might be, it was important to create a second TEYL essential vocabulary list
(Ver.2) from which the JSH textbook vocabulary was removed. Its top 100 words are shown in
Table 3. These words represent the daily life vocabulary understood by U.S. primary students thatare not included in the Japanese secondary texts examined in this study.

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Table 3. The top 100 of the TEYL essential vocabulary 500 words (ver.2) (excludes Japanese
secondary textbook vocabulary)6
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Word
cheesesnake
elephantfrogbutterfly
monkey
boot
tiger
duck
toe
hammerbreadbananaballoon
puppy
fork
whale
giraffecarrottractor
comb
grape
block
dirty
turtleGrade Rank
(4)
26
(4)
27
(3)
28
(3)
29
(3)
30
(2)
31
(2)
32
(2)
33
(1)
34
(3)
35
(3)
36
(3)
37
(3)
38
(1)
39
(2)
40
(3)
41
(3)
42
(3)
43
(3)
44
(2)
45
(3)
46
(4)
47
(2)
48
(2)
49
(1)
50

Word
Grade Rank
dinosaur(4)51
refrigerator
(3)
52
glue
(4)
53
drum
(3)
54
zebra
(4)
55
camel
(4)
56
nut
(4)
57
clown
(2)
58
towel
(4)
59
zoo
(1)
60
corn
(2)
61
candy
(3)
62
mitten
(4)
63
sand
(2)
64
broom
(3)
65
jacket(3)
66
motorcycle(4)67
shovel
(2)
68
owl
(2)
69
worm
(4)
70
tomato(4)71
yogurt(10)72
hippopotamus (4)73lettuce(4)74
bathtub
(4)
75

Word
alligator
suitcaseantbasketmask
sealladderpea
popcornpanbubblerhinoceros
pepperoctopusstrawberry
bite
belt
penguinbathroom
dragongorillaspider
goose
pear
scare

Grade Rank
(4)
76
(4)
77
(4)
78
(2)
79
(4)
80
(4)
81
(2)
82
(4)
83
(4)
84
(1)
85
(3)
86
(6)
87
(4)
88
(4)
89
(4)
90
(3)
91
(3)
92
(4)
93
(4)
94
(2)
95
(4)
96
(3)
97
(2)
98
(4)
99
(2)
100

Word
caterpillar
flashlightsnowmansaucergrasshopper
spaghetti
soap
helicopter
circustoast
sunglass
lobsterpanda
noodle
bow
fix
snail
aunt
shark
recorderviolinmailboxbeard
eyebrow
crocodile

Grade
(4)
(4)
(2)
(4)
(4)
(4)
(4)
(3)
(2)
(4)
(6)
(4)
(4)
(4)
(3)
(2)
(4)
(2)
(4)
(4)
(4)
(4)
(3)
(4)
(4)

4. ASSESSING THE EFFECTIVENESS OF THE 500 TEYL ESSENTIAL VOCABULARY
One way to address the effectiveness of the 500 TEYL essential vocabulary list is to determine towhat extent it covers the vocabulary used in various language activities. For this purpose, a 14,694word list generated from 626,750-word American basal K through 8th grade readers, and eighteen
1,500-word texts of various language activities were used from a previous study (see Chujo et al.,1994). American and Japanese textbook vocabulary coverage over eighteen language activities wascompared and the results are shown in Figure 2. The light gray bar denotes the text coverage of
JSH texts over each activity, the dark gray bar denotes that of JSH texts supplemented by the
TEYL 500 words (Ver.2), and the white bar denotes that of the American textbook vocabulary.
Looking at the graph, the graduation of American and Japanese texts appears as one might expect.
We can see the ineffectiveness of the JSH text vocabulary, mainly because of its limited scope. It’s
natural that the American texts cover more than the JSH texts because they contain larger
vocabularies, however the American text vocabulary presents an appropriate target for the EFL text
vocabulary selection as a balanced vocabulary in almost all activities. Since the American texts arefor K through 8 and JSH texts are for 7 through 12, it’s normal that the coverage is rather low inthose adult language activities such as medical conversations with doctors, or reading science news
and Time magazine. However, the most notable point is that there is a lack of important everyday
words in Japanese JSH texts. We can see that the addition of the TEYL 500 words resulted in the
improvement of text coverage for ‘Everyday Words’ from 53.3 percent to 70 percent. The TEYL is
an important supplement, although there would be benefit from further improvements.

8

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90

80

70

60

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50

Japanese textbooks (3,950 words)

Japanese textbooks + TEYL 500 words

American Reading Textbooks(14,694 words)

Figure 2. Text coverage comparison of American and Japanese textbook vocabulary
5. CONCLUSION
To date there has been no known studies which have used objective means to extract or create a
vocabulary of everyday words for TEYL vocabulary development. In this study, 500 words were
carefully selected from picture dictionaries and a children’s spoken corpus using an objective
method in order to create lists of everyday vocabulary which can be used by teachers of English in
Japanese primary schools. This list is freely accessible on the web.7 An e-learning software
program based on this list is currently under development.
Introducing TEYL in Japanese primary schools as an official school subject is currently underdiscussion, and once it is officially approved as a school subject, secondary school education will
require changes. As a future study, we would like to compile vocabulary lists to coordinate primaryand secondary education.
ACKNOWLEDGEMENTS
This research is funded by a Grant-in-aid for Scientific Research (C: No.16520331/No.17520401)
from the Japan Society for the Promotion of Science and Ministry of Education, Science, Sports
and Culture. It is partly supported by Shougakukan Publishing.
Notes
1. The following four children’s spoken data sources were examined for their suitability forchildren’s speech data: CHILDES (Child Language Data Exchange System); COLT (The Bergen
Corpus of London Teenager Language); PoW (The Polytechnic of Wales Corpus); and Moe, et al.
(Vocabulary of First-Grade Children, 1982). Observing the resultant lists led us to conclude that9the CHILDES produced the most optimal list for everyday words sought in this study.
2. From the “English-American Corpora” section of CHILDES, ten sub-corpora titled Bliss,
Bohannon, Brown, Carterette and Jones, Evans, Garvey, Gathercole, Kuczaj, Tardif, and Van
Kleeck, were chosen based on the subjects’ age range and data collection situation and were
downloaded. For details on these corpora, please consult the ‘English-American Corpora’ section
at http://childes.psy.cmu.edu/data/ as well as a general introduction to the CHILDES at
http://childes.psy.cmu.edu/.
3. CLAWS7: http://www.comp.lancs.ac.uk/computing/users/eiamjw/claws/claws7.html.
4. We are aware that 0.5 million words from the Bergen Corpus of London Teenage Language(COLT) are included as contributed data to the BNC SHFWL. It covers 5% of the BNC SHFWL.
We investigated the COLT corpus and found that its teenage language characterizes it, andtherefore differentiates it, from the children’s specialized vocabulary in the CHILDES corpus.
Thus, we make the assumption that the 0.5 million COLT spoken data does not affect the resultsof the comparisons between the BNC SHFWL and CHILDES data.
5. Picture dictionaries published outside Japan and in Japan were handled separately in this study.
We found in our related study (Nishigaki et al., 2005) that these two kinds are compiled based on
different cultural views, which affected the collection of their words.
6. The word ranked 47, ‘yogurt’, is a loanword from English. Though it is assigned as ‘grade 10’,this word is familiar to most Japanese primary level students. The Japanese language contains alarge collection of loanwords from English, called Katakana English. When used effectively,
loanwords can aid students in vocabulary development. This will be another avenue for future
study.
7. The vocabulary lists mentioned in this article will be available on the following web pages:
http://www5d.biglobe.ne.jp/~chujo/eng/index.html and http://www. e.chiba-u.jp/%7Egaki/.
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kara [A comparative study on English textbook vocabulary in Japan and the U.S.]. Gendai
Eigo Kyouiku, 29 (12), 14-16.
Chujo, K. (2004). Measuring vocabulary levels of English textbooks and tests using a BNC
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Appendix Selected Picture Dictionaries
List of picture dictionaries published outside of Japan
No

Title

AuthorPublisher

Country

Year Words

1

The Longman Picture Dictionary American English

Ashworth, J. & Clark, J.

Pearson Education Ltd.

Harlow, Essex, England

1993

2

Word by Word

Molinsky, J. S. & Bliss, B.

Prentice Hall RegentsEnglewood Cliffs, New Jersey, US

1995

2,554

3

JuｓｔLook'n Learn ENGLISH Picture Dictionary

Hochstatter, D.

Passport Books

Lincolnwood, IL, US

1996

1,274

4

Scholastic First Dictionary

Levey, S. J.

Scholastic Inc.

New York, US

1998

1,614

5

The Oxford Picture Dictionary for Kids

Keyes, R. J.

Oxford University Press

New York, US

1998

761

6

Smile Picture Dictionary

Barraclough, C.

Macmillan Heinemann

Oxford, UK

1999

748

7

The Oxford Picture Dictionary for the Content Areas

Kauffman, D. & Apple, G.

Oxford University Press

New York, US

2000

1,207

8

Word by Word Primary phonics picture dictionary

Molinsky, J. S. & Bliss, B.

Pearson Education Ltd.

White Plains, NY

2000

863

9

First Word Study Dictionary

Turton, N.

Learners Publishing Pte Ltd.

Singapore, Godown

2001

905

10

My Big Word Book

Priddy, R. et al.

Priddy Bicknell

New York, US

2002

876

1,066

11

My World A First Picture Encyclopedia

Picthall, C. & Gunzi, C.

Reader’s Digest Children's Publishing Inc. Pleasantville, NY

2002

681

12

Oxford First Dictionary

Goldsmith, E.

Oxford University Press

Oxford, UK

2002

1,362

13

Disney My First 1000 words

Feldman, T.

Disney Press

New York, US

2003

1,193

14

Disney Picture Dictionary

Feldman, T. & Benjamin, A.

Disney Press

New York, US

2003

971

15

First Picture Dictionary

Oliver, A.

Hinkler Books

Dingley, Victoria, Australia 2003

766

16

Longman Children’s Picture Dictionary

Graham, C.

Longman Asia ELT

Quarry Bay, Hong Kong

739

17

Longman Photo Dictionary of American English

Summers, D. et al.

Longman

Harlow, Essex, England

2003

2,195

18

The Basic Oxford Picture Dictionary (2nd ed.)Margot, G. F.

Oxford University Press

New York, US

2003

1,114

2003

19

Picture Dictionary

Taylor, G.

Ladybird Books Ltd.

London, UK

2004

608

20

The Sesame Street Dictionary

Hayward, L.

Random HouseNew York, US

2004

1,174

1,004

List of picture dictionaries published in Japan
1

WORD BOOK: E-de Mite Oboeru Eitango

Kuno, Y.

Borgnan

Tokyo, Japan

1993

2

ABCD Book: Hajimete Deau Eigo-no Jiten

Yoneyama, E.

Sekai Bunka Publishing Inc.

Tokyo, Japan

1995

1,031

3

English-Japanese Picture Dictionary

Toda, K. & Herring, A. K.

Toda Design Kenkyuushitsu

Tokyo, Japan

1999

1,126

4

Sanseido Word Book 1

Hatori，H. & Kuno, Y. & Kaizaki, Y. Sanseido Publishing Co., Ltd.

Tokyo, Japan

1999

828

5

ALC Picture Dictionary: 2000 Words for Kids

Kuno, Y.

Tokyo, Japan

2000

1,704

6

Sanseido Word Book 2

Kuno, Y. & Arthur, B.

Sanseido Publishing Co., Ltd.

Tokyo, Japan

2000

1,142

7

Kodomo Eigo Jiten

Tsuruta, K.

Kodansha Ltd.

Tokyo, Japan

2001

813

8

English for You

Yasuyoshi, I.

Seibido Shuppan Co., Ltd.

Tokyo, Japan

2001

691

9

NOVA Illustrated English Dictionary

NOVA

Nova Corporation

Tokyo, Japan

2004

2,701

10

Hajimete Eitango Jiten

GakkenGakken Co., Ltd.

Tokyo, Japan

2004

920

ALK Co., Ltd.

12