借用語の明示的指導を通じた受容語彙定着度の検証
This research examines the effects of the explicit instruction of English loanwords in vocabulary learning on 74 junior college students who were divided into two groups (a treatment group and a contrast group) according to their English proficiency. Explicit instruction of loanwords along with regu...
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| Published in | 外国語教育メディア学会関東支部研究紀要 Vol. 5; pp. 58 - 72 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | Japanese |
| Published |
外国語教育メディア学会（LET)関東支部
2021
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2432-3063 2432-3071 |
| DOI | 10.24781/letkj.5.0_58 |
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| Abstract | This research examines the effects of the explicit instruction of English loanwords in vocabulary learning on 74 junior college students who were divided into two groups (a treatment group and a contrast group) according to their English proficiency. Explicit instruction of loanwords along with regular vocabulary instruction was provided to learners in the experimental group in the L1 (Japanese) while the control group was provided with only regular vocabulary instruction. This study investigates whether explicit instruction in the L1 enhances the learners’ lexical understanding of loanwords as well as their receptive vocabulary. Two explicit instruction sessions were given during regular class periods. The results of a vocabulary post-test given one week later and a delayed test eight weeks later indicated that the treatment group outperformed the control group on the post-test but showed a decline in mean score on the delayed post-test and that both English learners of higher and lower proficiency levels in the treatment group produced great learning gains on the post-test but showed no statistically significant difference detected eight weeks after learning. The initial conclusions of this study suggest that explicit instruction in the L1 of English loanwords suggests a positive correlation in the retention of lexical knowledge with relatively short period of time despite learners’ English proficiency. |
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| AbstractList | This research examines the effects of the explicit instruction of English loanwords in vocabulary learning on 74 junior college students who were divided into two groups (a treatment group and a contrast group) according to their English proficiency. Explicit instruction of loanwords along with regular vocabulary instruction was provided to learners in the experimental group in the L1 (Japanese) while the control group was provided with only regular vocabulary instruction. This study investigates whether explicit instruction in the L1 enhances the learners’ lexical understanding of loanwords as well as their receptive vocabulary. Two explicit instruction sessions were given during regular class periods. The results of a vocabulary post-test given one week later and a delayed test eight weeks later indicated that the treatment group outperformed the control group on the post-test but showed a decline in mean score on the delayed post-test and that both English learners of higher and lower proficiency levels in the treatment group produced great learning gains on the post-test but showed no statistically significant difference detected eight weeks after learning. The initial conclusions of this study suggest that explicit instruction in the L1 of English loanwords suggests a positive correlation in the retention of lexical knowledge with relatively short period of time despite learners’ English proficiency. |
| Author | 南部, 匡彦 |
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| Copyright | 2021 外国語教育メディア学会（LET)関東支部 |
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| DOI | 10.24781/letkj.5.0_58 |
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| References | 南部匡彦・鈴木政浩 (2019). Loanwords(借用語)を利用した語彙リストの作成(英語授業学研究における語彙指導の発展過程). 第15回日本リメディアル教育学会全国大会発表予稿集, 62–63. Simon-Maeda, A. (1995). Language awareness: Use/misuse of loan-words in the English language in Japan. The Internet TESL Journal, 1 (2), 1–5. Nation, I. S. P. (2017). The BNC/COCA word family lists. Retrieved from http://www.victoria. ac.nz/lals/about/staff/paul-nation. Davies, M. (2008). The corpus of contemporary American English: 520 million words, 1990–present. Retrieved from: http://corpus.byu.edu/coca (March 2020). Van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457–479. 田中茂範 (1990). 『認知意味論：英語動詞の多義構造』 三友社. Ishikawa, K., & Rubrecht, B. (2008). English loanword use on Japanese television. In JALT conference proceedings. Tokyo: JALT. Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. Language Teacher-Kyoto-JALT, 19, 8–11. 横川博一 (2006). 『教育・研究のための第二言語データベース 日本人英語学習者の英単語親密度』くろしお出版. Gass, S. M. (1988). Integrating research areas: A framework for second language studies 1. Applied Linguistics, 9 (2), 198–217. Daulton, F. E. (2011). On the origins of gairaigo bias: English learners’ attitudes towards English-based loanwords in Japan. The Language Teacher, 35 (6), 7–12. Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in second language acquisition, 19 (1), 17–36. Kawauchi, C. (2014). Receptive and Productive Knowledge of Gairaigo: Word Length, Learners’ Vocabulary Levels, Prior Information, and Learning Effects. Annual Review of English Learning and Teaching, 19, 1–16. Rogers, J., Webb, S., & Nakata, T. (2015). Do the cognacy characteristics of loanwords make them more easily learned than noncognates? Language Teaching Research, 19 (1), 9–27. Nation, I. S. P. (2005). Teaching and learning vocabulary. In Handbook of research in second language teaching and learning: London: Routledge. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The modern language journal, 72(3), 283–294. Inagawa, M. (2007). Influence of loanwords on English usage by Japanese learners of English. The bulletin of the Kanto-koshin-etsu English Language Education Society, 21, 85–96. Kurahashi, Y. (2011). The Use of English Loanwords in the Japanese Language: A Study on Learning English Vocabulary from English Loanwords. The JACET Chubu Journal, 9, 109–123. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. 白畑知彦 (2015).『英語指導における効果的な誤り訂正: 第二言語習得研究の見地から』大修館書店. Mitsugi, M. (2013). The Effectiveness of Core Meaning Based Instruction on Preposition Choice. Research bulletin of English teaching (10), 1–25. Ellis, R. (1994). The study of second language acquisition, Oxford: Oxford University Press. 長谷川修治・中條清美 (2004). 学習指導要領の改訂に伴う学校英語教科書語彙の時代的変化: 1980 年代から現在まで. 外国語教育メディア学会機関誌, 41, 141–155. Daulton, F. E. (2008). Japan's built-in lexicon of English-based loanwords. UK: Multilingual Matters. 南部匡彦・鈴木政浩 (2020). 借用語を通じた基礎語彙の定着向上を目的とした包括的借用語彙リストの妥当性検証, 中部地区英語教育学会紀要, 49, 119–124. Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11 (3), 347–372. Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. |
| References_xml | – reference: Inagawa, M. (2007). Influence of loanwords on English usage by Japanese learners of English. The bulletin of the Kanto-koshin-etsu English Language Education Society, 21, 85–96. – reference: Mitsugi, M. (2013). The Effectiveness of Core Meaning Based Instruction on Preposition Choice. Research bulletin of English teaching (10), 1–25. – reference: Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. Language Teacher-Kyoto-JALT, 19, 8–11. – reference: 長谷川修治・中條清美 (2004). 学習指導要領の改訂に伴う学校英語教科書語彙の時代的変化: 1980 年代から現在まで. 外国語教育メディア学会機関誌, 41, 141–155. – reference: Davies, M. (2008). The corpus of contemporary American English: 520 million words, 1990–present. Retrieved from: http://corpus.byu.edu/coca (March 2020). – reference: Van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457–479. – reference: 横川博一 (2006). 『教育・研究のための第二言語データベース 日本人英語学習者の英単語親密度』くろしお出版. – reference: Kurahashi, Y. (2011). The Use of English Loanwords in the Japanese Language: A Study on Learning English Vocabulary from English Loanwords. The JACET Chubu Journal, 9, 109–123. – reference: 田中茂範 (1990). 『認知意味論：英語動詞の多義構造』 三友社. – reference: Nation, I. S. P. (2017). The BNC/COCA word family lists. Retrieved from http://www.victoria. ac.nz/lals/about/staff/paul-nation. – reference: 南部匡彦・鈴木政浩 (2019). Loanwords(借用語)を利用した語彙リストの作成(英語授業学研究における語彙指導の発展過程). 第15回日本リメディアル教育学会全国大会発表予稿集, 62–63. – reference: Nation, I. S. P. (2005). Teaching and learning vocabulary. In Handbook of research in second language teaching and learning: London: Routledge. – reference: Kawauchi, C. (2014). Receptive and Productive Knowledge of Gairaigo: Word Length, Learners’ Vocabulary Levels, Prior Information, and Learning Effects. Annual Review of English Learning and Teaching, 19, 1–16. – reference: Ishikawa, K., & Rubrecht, B. (2008). English loanword use on Japanese television. In JALT conference proceedings. Tokyo: JALT. – reference: Daulton, F. E. (2008). Japan's built-in lexicon of English-based loanwords. UK: Multilingual Matters. – reference: 白畑知彦 (2015).『英語指導における効果的な誤り訂正: 第二言語習得研究の見地から』大修館書店. – reference: Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in second language acquisition, 19 (1), 17–36. – reference: Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The modern language journal, 72(3), 283–294. – reference: 南部匡彦・鈴木政浩 (2020). 借用語を通じた基礎語彙の定着向上を目的とした包括的借用語彙リストの妥当性検証, 中部地区英語教育学会紀要, 49, 119–124. – reference: Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. – reference: Simon-Maeda, A. (1995). Language awareness: Use/misuse of loan-words in the English language in Japan. The Internet TESL Journal, 1 (2), 1–5. – reference: Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. – reference: Daulton, F. E. (2011). On the origins of gairaigo bias: English learners’ attitudes towards English-based loanwords in Japan. The Language Teacher, 35 (6), 7–12. – reference: Gass, S. M. (1988). Integrating research areas: A framework for second language studies 1. Applied Linguistics, 9 (2), 198–217. – reference: Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11 (3), 347–372. – reference: Rogers, J., Webb, S., & Nakata, T. (2015). Do the cognacy characteristics of loanwords make them more easily learned than noncognates? Language Teaching Research, 19 (1), 9–27. – reference: Ellis, R. (1994). The study of second language acquisition, Oxford: Oxford University Press. |
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| Title | 借用語の明示的指導を通じた受容語彙定着度の検証 |
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