日本人小学生の英語語彙学習における音声情報と文字情報に対する注意

概要

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The aim of this study is to investigate the characteristics of attention of Japanese children in English vocabulary learning. The participants were 3rd and 6th grade students in a public elementary school. In the experiment, they were divided into two groups: a single task performance group (SEP) and a dual task performance group (SIM). The former group learned phonological information and orthographic information of target words separately, whereas the latter group learned the phonological information and the orthographic information of the target words simultaneously. In the analyses, posttest scores were compared with pretest scores of listening and reading tests with regard to the target words. As a result, it could be suggested that the participants in the SEP had paid more attention to the orthographic information of the target words than the participants in the SIM, and that the participants in the SIM had paid attention to the phonological information as well as the participants in the SEP. Thus, it could be conjectured that 3rd and 6th grade students in the SIM had regarded the phonological information of the target words as primary information and the orthographic information of the target words as secondary.