より効果的な語彙学習方略に関する研究 : 入門期の学習者に焦点を当てて

概要

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Only a few attempts have so far been made at vocabulary learning strategies with Japanese junior high school students. In the present study, the effects of three vocabulary learning strategies (Keyword Method, Written Repetition and Verbal Repetition) for learning 10 English nouns (5 concrete nouns and 5 abstract nouns) were examined with 63 first grade students at a Japanese junior high school. The subjects were assigned to one of the three learning conditions, and cued recall was assessed either immediately or after a 1-week delay. The result showed that the Keyword Method produced superior recall both immediately and after 1 week, though it did not reach a statistically significant level. It was also confirmed that word concreteness plays an important role in vocabulary learning; concrete nouns were remembered better than abstract nouns. This lead us to the question whether there was the possibility of interaction between employed vocabulary learning strategies and the other word types. Pedagogical implication has been offered for the importance of teaching vocabulary learning strategies and of noticing the effects of word type when teaching vocabulary.
全国英語教育学会の論文