文脈想起教示の効果：例文について尋ねることで英語語彙の意味記憶は向上するか
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| Published in | 全国英語教育学会紀要 Vol. 32; pp. 113 - 127 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
全国英語教育学会
31.03.2021
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| Online Access | Get full text |
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| Author | 長谷川, 佑介 |
|---|---|
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| Copyright | 2021 全国英語教育学会 |
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| DOI | 10.20581/arele.32.0_113 |
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| References | [15] Hasegawa, Y. (2019a, August). Goi-gakushu-yo no reibun-chu no go ga hikiokosu priming koka: Kotonaru bummyaku o mochiita saikensho [Exploring the priming effect caused by words embedded in example sentences for learning vocabulary: Replication using new contexts]. Paper presented at the 45th annual meeting of the Japan Society of English Language Education, Hirosaki, Japan. [1] Akase, M., & Uenishi, K. (2011). Kokosei no eigo goi gakushu horyaku ni kansuru kenkyu: Gakushu-sha no goi level ni shoten o atete [A study on high school students’ vocabulary learning strategies and lexical proficiency]. CASELE Research Bulletin, 41, 1–10. https://doi.org/10.18983/casele.41.0_1 [18] Hasegawa, Y. (in press). Imagery strategies for L2 vocabulary learning: Redefining contextual clues as image sources. CELES Journal, 50, 41–48. [6] Basic Word List Revision Special Committee (Ed.). (2016). The new JACET list of 8000 basic words. Tokyo, Japan: Kirihara Shoten. [10] Hasegawa, Y. 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Boston, MA: Heinle. [9] Hasegawa, Y. (2012b). Incidental vocabulary learning and memory of context: Interaction between informativeness and imageability. ARELE, 23, 201–216. https://doi.org/10.20581/arele.23.0_201 [24] Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26. https://doi.org/10.1093/applin/22.1.1 [2] Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP learners. System, 38, 391–401. https://doi.org/10.1016/j.system.2010.06.013 [5] Barcroft, J. (2004). Effects of sentence writing in second language lexical acquisition. Second Language Research, 20, 303–334. https://doi.org/10.1191/0267658304sr233oa [19] Horiba, Y. (2013). Task-induced strategic processing in L2 text comprehension. Reading in a Foreign Language, 25, 98–125. http://www.nflrc.hawaii.edu/rfl/October2013 [3] Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52, 323–363. https://doi.org/10.1111/0023-8333.00186 [4] Barcroft, J. (2003). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal, 87, 546–561. https://doi.org/10.1111/1540-4781.00207 [16] Hasegawa, Y. (2019b). Relationship between L2 vocabulary learning strategies and semi-contextualized word meaning test scores. JLTA Journal, 22, 3–22. https://doi.org/10.20622/jltajournal.22.0_3 [32] Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373. https://doi.org/10.1037/h0020071 [34] Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11, 63–81. https://doi.org/10.1177/ 1362168806072463 [23] Konishi, T., & Minamide, K. (Eds.). (2001). Taishukan’s genius unabridged English-Japanese dictionary. Tokyo, Japan: Taishukan. [11] Hasegawa, Y. (2013b, September). Immediate or delayed effect of context: Comparison of three types of translation-based vocabulary learning. Poster session presented at the 46th annual meeting of the British Association for Applied Linguistics, Edinburgh, UK. [21] Kai, A. (2008). The effects of retelling on narrative comprehension: Focusing on learners’ L2 proficiency and the importance of text information. ARELE, 19, 21–30. https://doi.org/10.20581/arele.19.0_21 [12] Hasegawa, Y. (2014). Aptitude treatment interaction in intentional vocabulary learning: Different effects of context on EFL learners at three stages of lexical development. ARELE, 25, 79–94. https://doi.org/10.20581/arele.25.0_79 [14] Hasegawa, Y. (2017). Context-based activation of deliberately learned new words: A pilot study. ARELE, 28, 145–159. https://doi.org/10.20581/arele.28.0_145 [8] Hasegawa, Y. (2012a). Goi un’yo noryoku no sokutei ni okeru dokkai image no riyo kanosei [How vocabulary tests should consider mental imagery from context]. STEP Bulletin, 24, 59–74. https://www.eiken.or.jp/center_for_research/list_1/24 [25] Maeda, H., Tagashira, K., & Miura, H. (2003). Kokosei eigo gakushu-sha no goi gakushu horyaku shiyo to gakushu seika [Vocabulary learning strategy use and learning achievement by Japanese high school EFL learners]. Japanese Journal of Educational Psychology, 51, 273–280. https://doi.org/10.5926/ jep1953.51.3_273 [28] Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9 [35] Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40, 360–376. https://doi.org/10.1177/0033688209343854 [30] Nguyen, C. D, & Boers, F. (2019). The effect of content retelling on vocabulary uptake from a TED Talk. TESOL Quarterly, 53, 5–29. https://doi.org/10.1002/tesq.441 [27] Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13, 425–449. https://doi.org/10.1177/1362168809341511 |
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| Title | 文脈想起教示の効果：例文について尋ねることで英語語彙の意味記憶は向上するか |
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