語彙習得における外来語のカテゴリー別指導の効果

概要

論文の詳細を見る
This study is designed to investigate whether there are differences in difficulty of acquisition depending upon categories of Japanese loanwords derived from English, and how effective categorical teaching of loanwords is on vocabulary teaching. Five categories were selected based on a review of the literature. It is assumed that teaching loanwords by using categories is more effective than teaching one by one in vocabulary teaching. Thus the two teaching methods, i.e. categorical teaching and item teaching, were compared to investigate the potential advantages of categorical teaching on vocabulary acquisition. The results showed that (1) there were differences in the score of the recognition test depending upon categories of loanwords; (2) learners taught vocabulary in relation to loanword groups tended to succeed in learning more vocabulary from loanwords than learners taught without the categories; (3) there were the positive effects of categorical teaching on three categories at two different proficiency levels. A possible explanation will be discussed for the effects of vocabulary teaching in the Japanese EFL classroom.
全国英語教育学会の論文