連合的および連語的語彙知識の探求

概要

論文の詳細を見る
In spite of increasing vocabulary studies, a process of vocabulary acquisition remains unclear. This may be ascribed to lack of vocabulary acquisition models and longitudinal studies that address how components of vocabulary knowledge develop. This study aims to shed light on how two aspects of EFL learners' vocabulary knowledge, paradigmatic and collocational aspects, develop over one academic year. The results show first-year university students did not increase their vocabulary size, paradigmatic and collocational knowledge despite about 75-hour instruction. This may be accounted for by the students' lack of motivation of learning English. Furthermore, vocabulary aspects showed different changing patterns. Collocational knowledge seemed to change more easily than vocabulary size and paradigmatic knowledge. This may lend support to Schmitt's (1998a) argument that knowledge of meaning sense is rather stable. The results suggest some implications on teaching vocabulary, especially on a collocational aspect of vocabulary knowledge.
全国英語教育学会の論文