山陽論叢 第 26 巻 （2019）

論文

TOEIC Vocabulary and EIKEN Vocabulary Compared
Stephen M. Ryan1)
Keywords: TOEIC, EIKEN, VocabularyStudents of English in Japan have a wide choice of standardised tests they can use todemonstrate their English proficiency to themselves, their schools, and potential employers.
By far the most popular among these are the Test of English for International
Communication (TOEIC), made by the Educational Testing Service (ETS) and the Test in

Practical English ( 実 ⽤ 英 語 技 能 検 定 ), usually known as EIKEN, run by the Eiken
Foundation of Japani.

Both tests aim to give a comprehensive assessment of a student’s English proficiency,
and, superficially, appear to be targeting a similar kind of English. The distinction between“English for International Communication” (TOEIC) and “Practical English” (EIKEN)
would appear to be small. Even when TOEIC claims to be “a global standard for assessing
English communication skills objectively and fairly” (Institute for International BusinessCommunication, n.d.) and EIKEN describes itself as “Japan’s national English test” (Eigo
Kentei Kyoukai, n.d.-a), the difference does not seem too large. Indeed, universities andlanguage skills often run classes to prepare students for both test at once, under theumbrella title of “Qualification [Test] English” (e.g. Sanyo Gakuen Daigaku, 2019).
However, a cursory glance at past papers from the two tests shows that their focus isvery different. TOEIC is clearly designed to assess students’ ability to use English in thebusiness world. Many of its questions involve business contexts; reading texts are often
invoices, orders, advertisements, or other business communications. A pamphlet issued by
ETS to promote the test (2009) calls it “the global standard for assessing English proficiency
in the workplace.” EIKEN makes no similar claim. It says its target is “practical English
proficiency” (Eigo Kentei Kyoukai, n.d.-b), but many of the questions, especially in theReading section, appear to have an academic focus, resembling journalistic reports onscientific research.
Clearly, the English required to pass a test on Business English can be quite different
from that required to understand journalistic/scientific reports. There will be differences ofgenre, discourse features, register, vocabulary, and relevant background knowledge.
Students preparing for these tests, however, tend to focus on vocabulary: if only they knew
more English words, they seem to believe, their scores on “Qualification Tests” would
improve.

1)

山陽学園大学総合人間学部言語文化学科- 69 -

Stephen M. Ryan ： TOEIC Vocabulary and EIKEN Vocabulary ComparedThis investigation, then, will focus on the vocabulary used in TOEIC and EIKEN tests,
asking to what extent there is a core vocabulary shared by both tests and to what extent
Business English for TOEIC and journalistic/scientific language is needed for EIKEN. The
answer should be of practical significance to teachers and students involved in preparing forboth tests at the same time or in the same lesson.
Previous Research
There is no shortage of studies comparing TOEIC and EIKEN, sometimes with andsometimes without other English proficiency tests. However, these comparisons havefocussed mainly on the equivalence or otherwise of scores obtained on the various tests(CASEC, n.d.; Eigo 4 Ginou Shikaku Kentei Shiken Kondan-kai, 2016; Eiken TOEIC Shiken,
n.d.; Hirai, 2017), or on the suitability of one or the other test for placing students in specificprogrammes (Innami & Koizumi, 2017).
Studies looking specifically at the vocabulary used in these tests have focussed on one
test or the other (Chujo & Genung, 2005 - for TOEIC; Miura & Beglar, 2002 - for EIKEN),
without making overt comparisons between the two. One notable exception is Chujo andOghigian (2009), which looked at TOEFL as well as TOEIC and EIKEN and asked how
many words a test-taker needed to know in order to understand each, by counting types andtokens in the Reading sections of two EIKEN pre-1st level testsii and two TOEIC tests, andcomparing their data with the High Frequency Wordlist of the British National Corpus(http://www.natcorp.ox.ac.uk/using/index.xml?ID=freq).

Theirconclusion,

that

a

significantly higher level of vocabulary knowledge is needed for EIKEN Pre-1st than for
TOEIC is hardly surprising, given that EIKEN Pre-1st is designed for students with higher
levels of English proficiency than the average of those taking TOEIC. Eigo wo Raku ni
Manabitai (2020) also presents data on the overall size of vocabulary needed to pass each of
the different levels of the EIKEN.
This investigation will focus on a direct comparison of vocabulary needed for TOEIC
and EIKEN.
Methodology
The Listening and Reading sections of three tests were analysed for this investigation.
The tests were chosen at random from collections of past papers (IIBC, 2016; Sebido, 2019a,
2019b; TOEIC, 2016) which were available to the researcher and all come from the years
2016iii-2018. There was one TOEIC test (Test 1, 2016), one EIKEN 2nd level test (Test 2,2018), and one EIKEN Pre-1st level test (Test 1, 2018).
Analysis of two different levels of EIKEN was necessitated by an important difference
between TOEIC and EIKEN: whereas TOEIC offers a single test for all students, awarding
scores that indicate proficiency levels, EIKEN offers seven different levels of test (from low
to high: 5, 4, 3, pre-2, 2, pre-1, 1) on a pass/fail basis. A TOEIC test then covers a number ofdifferent EIKEN levels. Levels 2 and pre-1 of EIKEN were chosen for analysis as the levels- 70 -

山陽論叢 第 26 巻 （2019）of these two tests correspond to TOEIC scores obtained by the majority of students taking
the test: roughly 550 to 940 on a scale of 10-990 on the combined Reading and Listening
TOEIC (Eiken TOEIC Shiken, n.d.).

For Reading sections, all English words printed in texts, questions, and potential
answers in the testing booklet were included in the analysis. For the Listening section, notonly the printed words in the testing booklets but also the English words in transcripts of
the recording were used.
A word falling into one of the following four categories as noted and its frequency inthe test was analysed: Nouns, Verbs, Adjectives, Adverbs. A fifth category, Adjectivals(consisting of multi-word combinations with adjectival force) was abandoned after it proved
rather impervious to lexical analysis. Proper nouns were excluded, except in the case where
the noun was also a common noun: so, “Richmond Park” was counted as one for “park.” Thewords and their frequencies were then tabulated and the tables for the three tests placedside by side for analysis.
Results
A total of 3,355 words were observed, including 1,802 different nouns, 739 verbs, 618
adjectives and 199 adverbs. The totals of unique words in each test for each category are
shown in Table 1. A full listing of all these words cannot be included here because of space
limitations. However, the list, as well as lists showing words in each of the categories forwhich numbers are given in Tables 1 and 2, is available on request from the authoriv.
Table 1

Total Number of Different Nouns, Verbs, Adjectives, and Adverbs in Each Test
Nouns

Verbs

Adjectives

Adverbs

TOTAL

EIKEN 2

445

254

179

87

965

EIKEN pre-1

719

419

330

114

1,582

TOEIC

1,084

436

330

121

1,971

Table 2 shows a further breakdown of the total number of unique words into thosethat occur on all three tests; those on both the Level 2 EIKEN and TOEIC; the Level Pre-1
EIKEN and TOEIC; and, finally, those occurring only in TOEIC and only in EIKEN.
Numbers in parentheses express the word count as a percentage of all unique words in thatgrammatical category for all three tests. Thus, the 83 nouns that occur in all three tests
represent 4.6% of the 1,802 different nouns that occur in the three tests.

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Stephen M. Ryan ： TOEIC Vocabulary and EIKEN Vocabulary Compared

Table 2

Totals and Percentages of Unique Words Occurring in All Three, Two, and Only One of the
Tests
Nouns

Verbs

Adjectives

Adverbs

TOTAL

Total of unique words

1,802

739

615

199

3,355

Words that occur in all three tests

83

94

48

38

263

(4.6)

(12.7)(7.8)(19.1)(7.8)

Words that occur in both EIKEN

143

135

74

50

402

Level 2 and TOEICa(7.9)(18.3)(12.0)(25.0)(12.0)

Words that occur in both EIKEN

202

170

99

49

520

Level Pre-1 and TOEICa(11.2)(23.0)(16.1)(24.6)(15.5)

Words that occur only in TOEIC

784

209

192

48

1,233

(43.5)(28.3)(31.2)(24.1)(36.8)

Words that occur only in the EIKEN

725

302

288

85

1,400

testsb(40.2)(40.9)(46.8)(42.7)(41.7)

Note. Percentages (in parentheses) were obtained by dividing the word count in each cell by
the total number of unique of words in each grammatical category (given in the first row of
this table).
aIncludes words occurring in all three tests.
bBoth EIKEN (Level 2 and Level Pre-1) are included in this statistic.

Analysis
The fact that only 7.8% of all words (nouns, verbs, adjectives, and adverbs) occur on
all three tests is not good news for test takers seeking to learn words for both EIKEN and
TOEIC at the same time. There is more overlap between each of the levels of EIKEN
analysed and the TOEIC: 12.0% shared at Level 2 and15.5% at Level Pre-1. However, noneof these percentages is particularly large. This gloomy situation is further illuminated by
the fact that 36.8% of the words are unique to TOEIC and 41.7% to EIKEN (when totals forboth levels of EIKEN are combined.
The overlap between the three tests is greatest in the case of adverbs: 19.1% of all
adverbs occur on all three tests. Since the total number of adverbs in all tests is only 199,
this suggests that time spent studying adverbs will result in a better understanding of both
TOEIC and EIKEN tests. This approach, however, applies least in the case of nouns, ofwhich only 4.6% occur on all three tests.
The comparison of the TOEIC vocabulary with each of the two different levels of
EIKEN gives a more detailed understanding of the shared words. The 12.0% of all words
that appear in both TOEIC and Level 2 EIKEN can be considered the basic vocabulary fortaking either of these tests. Again, it is adverbs that show the most overlap and nouns theleast.

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山陽論叢 第 26 巻 （2019）

Beyond the basic level, there is more overlap, 15.5% of words on the EIKEN Level Pre1 test also appearing in the TOEIC test. There may be some amount of comfort here forlearners: the more their English progresses the more overlap there is in the vocabularyneeded for the two tests. However, 15.5% is not a large amount, especially when Hatori(1979) considers that, in order for a reader to understand a written text, 19 out of every 20
words should be known to the reader (the so-called “95% coverage”).
Although adverbs continue to show the most overlap (24.6%) and nouns the least(11.2%) in the TOEIC / EIKEN Pre-1 comparison, verbs also show a significant level ofoverlap (23.0%), suggesting that as students’ level of English proficiency increases fromEIKEN 2 to EIKEN Pre-1, they should be advised to shift their focus to include more verbs
in their vocabulary study.
The focus on specific word categories (nouns, verbs, adjectives, and adverbs) in theanalysis to this point is prompted by the fact that students (in Japan, at least) tend to view,and study, words independently from each other, considering each word to be a separate
item that needs to be understood and memorised in isolation from each other. The
prevalence of test preparation books which are essentially lists of words, with theirtranslation and examples of their usage (eg. Gakken, 2018; Kato, 2019; Oubunsha, 2012)
tends to reinforce this habit.
However, a basic understanding of the relations between words can be a powerfulmultiplier for vocabulary learning. If students understand that words occur in families ofrelated nouns, verbs, adjectives, and adverbs, with often visible/audible similarities andregularities (eg. a base, to be based, basic, basically), their learning burden is considerably
reduced. It is probably more important for the teacher to inculcate an understanding of these“family” relations among words than to stipulate exactly which words need to be learned.
This leaves the troublesome issue of the 36.8% of words that are unique to TOEIC andthe 41.7% that are used only in EIKEN. Some of these are words that even very advanced
users of English could not be expected to know and they fall clearly into the 5% of words ina text that Hatori (1979) says are not needed for a student to understand a text. Such words
include “festivalgoer” from TOEIC, “cytokine,” and “cadmium” from EIKEN. These very low
frequency words were more likely to be found in the EIKEN than the TOEIC dataset,perhaps because of the tendency of EIKEN to include texts dealing with scientific andtechnical topics. Frequency within the dataset was not found to be a good guide to
identifying these words: “cadmium,” for example, occurs four times in the EIKEN dataset.
This is because once a word occurs in a text it can be repeated in that text or in the questions
and suggested answers that follow it.
Students can be best equipped for dealing with such words by developing both anability to guess the meaning of a word based on the context in which it occurs and a numberof “word attack” skills. Being able to guess more or less what a word means, or at least whatrole it performs in a sentence, by taking cues from the surrounding text and knowledge of
the world is a skill which will help students not only with extremely low-frequency words
but also with higher frequency ones which they have not encountered before. Good

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Stephen M. Ryan ： TOEIC Vocabulary and EIKEN Vocabulary Comparedreaders/listeners will already have this skill in their native language, but may needencouragement to transfer the skill to English. Word attack includes identifying the part ofspeech of a word, breaking it down into potential prefixes, suffixes, and stems, and trying torecall cognates or similar looking/sounding words encountered previously.
A further source of divergence between TOEIC and EIKEN datasets was theresearcher’s decision to view noun clusters (such as “assembly line” from TOEIC or“franchise owner” from EIKEN) as a single noun and count it independently of its
component nouns. Such clusters account for a significant proportion of the nouns in thedatasets (43.1% of nouns unique to TOEIC and 24.3% of unique EIKEN nouns) and can beboth long and complex: “metro area business watch” (TOEIC), “navigation software market”(EIKEN). Although the combinations may be complex, more often than not the clusters are
made up of high-frequency words that should be familiar to students taking the test:“membership offer,” “mall management” (TOEIC), “computer science professor,” and “carbody shop” (TOEIC). What is challenging here is not the words themselves but the way inwhich their meanings can combine, knowing the difference, for example, between a“volunteer parent” (EIKEN) and a “parent volunteer,” or between “conference materials”(TOEIC) and a “materials conference.” The ways in which nouns interact in a cluster can betaught and will, again, serve as vocabulary multiplier. Learning them is a far moreachievable goal than learning all the possible combinations of familiar nouns.
The prevalence of noun clusters is perhaps not surprising in texts where focussing,respectively, on business (TOEIC) and science/technology (EIKEN), both fields notorious forgrouping together nouns in long strings. What is surprising is the proportionately greaternumber of numbers to be found in TOEIC compared to EIKEN.
What, then, of the contention that students preparing for TOEIC need to focus on
business vocabulary and those taking EIKEN on science/technology terms? Analysis of the
50 most frequent words (nouns, verbs, adjectives, and adverbs) on each test reveals eight
overtly business-related words on TOEIC (front desk, supervisor, subscriber, production,
meeting room, invoice, internship, business owner), but only three (disease, professor, test)
science/technical words on the EIKEN. The next most frequent show a similar picture: six
overtly business terms in TOEIC and four vaguely science/technical words in EIKEN,
although EIKEN also has the business term “franchise.”
There are certainly more business-related terms in TOEIC than EIKEN: the word“business” itself occurs only twice in the EIKEN dataset, but twelve times in the TOEIC
data. So, it would seem that there is merit in having students preparing for TOEIC learn
business-related terms. However, their prevalence is not as strong as one might expect fromthe large number of documents from a business setting appearing in the TOEIC test. It may
be just as important to focus on an understanding of business genres and business discourse
as it is to spend time on the words themselves.
On the other hand, an EIKEN bias in favour of science/technology is barely
discernible: the stem “scien-” occurs only twice in the EIKEN data but once in the TOEIC
data. There does not seem to be much evidence that time spent studying- 74 -

山陽論叢 第 26 巻 （2019）scientific/technological words would be well spent by those preparing for EIKEN. As withTOEIC, though, familiarity with the appropriate genre and discourse patterns (in this case,those of journalistic reports on scientific matters) would be more useful than knowing thewords themselves.
In both tests, however, the most frequently used words are usually words from daily
life, rather than those with particular business or science/technology associations, although
there are some bizarre exceptions. Table 3 shows the ten most frequent words on both tests.
The extraordinary prevalence of both “mummy” (preserved human remains, rather thanmaternal parent) and “banana” arise from two reading texts, one about mummies and theother about bananas. This suggests strongly that the dataset used for this study was notlarge enough to mitigate the effects individual texts. In other words, it does not capture thetrue frequency of vocabulary items in TOEIC or EIKEN (2, pre-1) tests as a whole. A muchlarger dataset will be needed to do this.
Table 3

Top Ten Most Frequent Words on the Tests
TOEIC
Word

EIKENaFrequency

Word

count

Frequency
countworkshop

14

mummy

21

medicine

14

student

17

indicate

14

other

17

date

13

eye

13

phone

12

banana

13

mall

12

wear

12

notice

11

study

12

item

11

son

12

schedule

9

safe

12

mention8

effect12Note. aThese counts include both Level 2 and Level Pre-1.
The presence of “indicate” as the third most frequent word in the TOEIC test studied
is noteworthy. Its prevalence comes from the use of a particular question type, which asks
for example, “What does the woman indicate about her plans?” This question type is often
used in the Listening part of the test, in preference to questions that use words that occur
more frequently in daily life, such as “say” or “suggest.” A student who did not know theword “indicate” would be at serious risk of under-performing despite having understoodenough of the foregoing conversation to answer the question. Thus, there would seem to bevalue in studying not only the types of questions that are asked on the tests but also the- 75 -

Stephen M. Ryan ： TOEIC Vocabulary and EIKEN Vocabulary Comparedspecific words that are used to ask them. Even if those words occur only infrequently ingeneral English usage.
The real problem, though, for students taking the test is not the words that occur mostfrequently on the tests, like “medicine,” “date,” “student,” and “other,” which they tend toknow from the early days of their study of English. The real problem is the words that occur
infrequently in the tests but can be crucial to understanding a text or answering a question.
The number of words that occurs only once in the datasets is huge: 67.8% of the words
unique to EIKEN and 71.6% of the words unique to the TOEIC. What is the learner to doabout these words (1,832 in total, across the two tests, or 1,740 if we take on board Hatori’s,
1979, 95% coverage for full comprehension)? It is not realistic to imagine a student sitting

down to memorise all of these words, plus the many more words that might have come up,

in preparation for the test. Word attack skills and guessing from context will get the student
only so far. What is to be done about these words?

The answer to this question is as straightforward as it is transparent. Both sets of test
makers mention it in their tag-line statements of purpose: TOEIC is “the global standard
for assessing English proficiency in the workplace” (ETS, 2009); EIKEN targets “practicalEnglish proficiency” (Eigo Kentei Kyoukai, n.d.-b). The tests are not designed to measure
who has learned the most English words; they are designed to measure English proficiency.
The best way for students to ensure they know the words necessary to understand and pass
the test is to improve their English proficiency. They should study the language, expose
themselves to a lot of it, ask questions, take every opportunity to use it, invite feedback, etc.,
etc. Memorising vocabulary items from a carefully prepared list (eg. Gakken, 2018; Kato,
2019; Oubunsha, 2012) is an attractive approach; many of the focusses suggested in thispaper can be helpful; but, in the end, they are no substitute for studying the language as awhole and improving proficiency.
Conclusion
This study began by asking if there were enough similarities between the vocabularyof TOEIC and the English of EIKEN to justify having students prepare for both tests in thesame way. It has revealed that the quantity of vocabulary shared by the two tests issurprisingly small and that TOEIC does tend to use business vocabulary more frequently
than EIKEN. It has led to a number of suggestions that might help mitigate thesedifferences:

A focus on adverbs in test preparation for less proficient students

A gradual shift to focussing on verbs as students become more proficientCultivation of the ability to deduce meaning from contextUse of a number of word-attack skills

Study of the ways in which nouns combine to make clusters with specificmeanings

Exposure to the specific genres and discourse types used most often in these tests:
business for TOEIC and journalistic reports on science/technology for EIKEN- 76 -

山陽論叢 第 26 巻 （2019）

However, implementation of all of these suggestions in an ideal test preparation classwould still leave a huge number of words that students need to know in order to pass eitherof these tests. The only certain way to ensure success on TOEIC or EIKEN is to help
students to increase their English proficiency.
In the end, then, the answer to the question posed at the start of this study is “Yes.”
Students can prepare for both tests at the same time and in the same class by working on
their English proficiency, the very thing the testers set out to measure. There are someshort-cuts and techniques they can use (listed above) but the heart of test preparation needs
to be increasing English proficiency.
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iFormerly known as the Society for Testing English Proficiency.

ii

See below for an explanation of EIKEN levels.

iii

Significant changes were made to TOEIC in 2016. The test analysed incorporated those changes.

iv

ryan@sguc.ac.jp- 78 -