文脈の収束性とリコール指示がEFL学習者の未知語処理に与える影響

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概要

• 論文の詳細を見る

• This study examined how Japanese EFL learners process unknown words in a text while reading, with a focus on two factors: (a) contextual constraints, and (b) recall instructions of a contextual sentence. Thirty-eight undergraduates read 16 contextual sentences with target words in four conditions: strongly contextual constraints with or without a free-written recall task, and weakly contextual constraints with or without the same task. They then performed a plausible judgment task and a priming task to assess how they processed the words and whether the word information extracted from contexts were retained or not. The results showed that the strongly contextual constraints enabled the learners to predict the meanings of unknown words without any instructions of lexical inferencing; additionally, the recall task facilitated the identification of the meanings of unknown words even if they were weakly constrained. Interestingly, it is implied that the even weakiy contextual constraints might contribute to the immediate retention of identified meanings. These suggest that teachers should consider the interaction between contextual constraints and comprehension of given contexts, when requiring students of various proficiencies to learn vocabulary through reading.

• 全国英語教育学会の論文
• 2012-03-00

著者

• 濱田 彰

  Graduate School, University of Tsukuba

関連論文

• 日本人EFL学習者のリーディングにおける状況モデルの修正 : 読解技能とテキストの因果構造に焦点を当てて
• 文脈の収束性とリコール指示がEFL学習者の未知語処理に与える影響
• Incremental Learning of Homonyms in Multiple Contexts Among Japanese EFL Readers
• EFL読解において活性化された未知語推論の具体性とその強さ : 文脈の収束性と読解熟達度の影響
• 英文読解における談話情報を用いた未知語推論の検証 : 語彙知識の深さと手掛かりの有効性を中心に
• Using Latent Semantic Analysis to Promote the Effectiveness of Contextualized Vocabulary Learning

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