3種の手法によるターゲット・センテンスの指導の効果の比較

概要

論文の詳細を見る
The purpose of this study was to investigate the effectiveness of three different strategies on the learning of a group of target sentences in a composition class. Twenty-seven college freshmen took part in the experiment and learned twenty target sentences using three different strategies. The first strategy represented the conventional practice frequently used at schools in Japan. The second strategy added the activity of 'copying' the target sentences. The third strategy focused on dividing the target sentences into 'chunks' for presentation and learning. The effectiveness of the different strategies was measured by improvement in the scores on retention tests given one week and four weeks after the instruction. The major conclusion of this study was that all three strategies investigated showed statistically significant improvement in retention test scores. However, depending on the strategy used in class, the retention of the material varied; even in the most effective strategy, 300f the material was left unlearned or forgotten. These results suggest that profitable ideas designed to enhance the effectiveness of instruction currently used in composition class are required.
千葉大学の論文
1999-02-28