英単語の派生形の理解を促進する要因とは : 英語語彙導入順序への教育的示唆

概要

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To increase learners' vocabulary size, using morphological knowledge is useful. It has been suggested to lead to a 1.6-2 increase in a vocabulary size. There are three kinds of morphological knowledge, abbreviated RK, SK and DK. RK is relational knowledge, referring to the knowledge of the relationship between morphologically related words (e.g., happy and happiness). SK (syntactic knowledge) refers to the explicit knowledge of syntactic functions of suffixes (e.g., -ness). With DK (distributional knowledge), learners become aware that to which part of speech a certain suffix attaches. A previous study (Sakata, 2006) has shown that Japanese EFL learners experience developmental stages through RK→SK and that those learners have rather sufficient RK. This present study investigated how four independent variables (the presence of contexts, the semantic relatedness of the base words and derivatives, the difficulty of suffixes and the difference in frequency between base words and derivatives) affect the RK ratio as a dependent variable. The results showed that contextual help and utilizing semantic relatedness needed a minimal vocabulary size. Suffix difficulty didn't affect the RK. Frequency affected all vocabulary size groups' RK.