インターネット英語の語彙力増強への学生の意欲に関する一考察 : 認知的体系学習に基づく指導の試み
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The objective of this study was to prove a hypothesis (of the author and the colleague) that students' motivation to enhance their vocabulary of Internet English expressions and terminology might be more promoted when they engage in what we call the Cognitive-Code Learning rather than they devote most of their time to rote memorization and repeat pattern practices. By the term the `Cognitive-Code Learning' the author means a way of learning by comprehending the system and the rules of a language and by exercising natural use of the language at the same time. Our team designed a teaching syllabus comprising aforesaid two elements for the students of Bunkyo University; two classes of 2nd grade IT Department students; the two and half month course from the middle of April 2004 to the end of June; one lesson a week for 90 minutes; 20 minutes for comprehension of general vocabulary, 20 minutes for practice of using those, and 40 minutes for Business English including business/technical vocabulary. As the lesson proceeded we noticed the students became digestive with the vocabulary of Internet English relatively soon and easily. The reason we found was that they spontaneously realized a fact: except a group of particular terms (mostly technical) nearly all words for Internet English expressions are nothing but those in general vocabulary. (1)The students' learning motivation changed as referred in the Table 27; the students' favor rating for dictation was 2 % and that for speech was 6% in April, and towards the end of June the same marked 12% for dictation and 14% for speech. (2)The students indicated their recognition about vocabulary building, dictation, and speech as follows.・"I find myself attending the lesson more vividly when I am following the structure and the meaning or the significance of words rather than I am struggling to learn by heart their spellings and the meaning in Japanese.・"Dictation drills stimulate me to remember more English words and sentence patterns."・"I guess I'm certainly more capable of commanding oral English after I got in the habit of capturing vocabulary by comprehending their meanings with their spellings.The above (1) and (2) seem to explain the fact that teaching by comprehension of vocabulary together with the actions such as dictation and speech distinctively worked out as a source to enhance the students' motivation for learning. So the author assumes its hypothesis was thus proved; learners' motivation is promoted by the cognitive learning along with the using practice of Internet English vocabulary. And also one point appears to be obvious from the experiment conducted and the result. The more students learn general vocabulary, the more effectively they get Internet English vocabulary.
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