Using Latent Semantic Analysis to Promote the Effectiveness of Contextualized Vocabulary Learning

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概要

• 論文の詳細を見る

• Although paired-associate learning, the traditional method of learning new words, has been replaced by contextualized vocabulary learning, evidence from empirical studies runs counter to theoretical accounts of the superiority of context. Recently, more attention has been directed toward the quality of contextual information that leads to providing a word with various lexical properties such as orthography, morphology, syntax, meaning, and usage. This research applied a latent semantic analysis (LSA) to predict the outcomes of vocabulary learning by evaluating the semantic similarities between a word and its context, that is, how typically a target word is placed in a context. Three groups of different vocabulary learning strategy users (Japanese university students) deliberately learned 20 target words using contexts and completed a Vocabulary Knowledge Scale test. The results provided evidence that the contexts of higher LSA values promoted the gains in knowledge of word meanings and usage. In addition, the contexts of lower LSA values consistently reduced the learning outcomes, and such hindrance effects appeared in the less frequent strategy users of context, particularly. These findings suggest that the semantic similarities computed by LSA should be considered a critical factor to investigate the effectiveness of contextualized vocabulary learning.

• 一般社団法人大学英語教育学会の論文
• 2014-03-31

著者

• 濱田 彰

  Graduate School, University of Tsukuba

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• Using Latent Semantic Analysis to Promote the Effectiveness of Contextualized Vocabulary Learning

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