An Investigation for Clarifying the Difficulties in Learning English Vocabulary by Japanese Junior High School Students

全文

(1)An Investigation for C1arifying the Di冊。ulties. in Leaming English Vocabulary by Japanese Junior High SchooI Students. 教科・領域教育学専攻言書吾系コース. MlO132B. 竹内恵理子. Vocabu1ary 1eaming has been. method of this study．The research questions. considered to be one of the m勾。r di冊。u1ties. pursued were as fo11ows：. that students倫。e when Ieεm1ing Eng1ish．. 1）Do thecomections㎝ongt㎞ee由。ets of. Neve廿he1ess，a high va1ue has not been. vocabu1ary㎞ow1edge：‘mea血ing，Hsound’，. p1aced on vocabu1alry in Eng1ish c1asses，and. and ‘spe111ng，’ have d1st1nct 危atures or. it has been1ei to students to1earll on their. tendencies？. own．A㏄ording to the imp1ementation of. 2）Do the vocabu1ary Ieaming strategies that. E1ementary Foreign Language Activities，a. students use have distinct 企atures or. smooth introduction ofreading and writing is. tendencies？. expected at the beginning of junior high. 3）Does the re1ationship between vocabu1ary. schoo1缶。mthe perspective ofthe com㏄tion. ㎞ow1edge and vocabu1ary leaming strategies. of Eng1ish education． This study aims to. have distinctおatures Or tendencies？. exp1ore the di冊。ulties that Japanese j㎜ior. The paれicipants in this rese砒。h were. high schoo1students have in1eaming Eng1ish. 182 second−yealr students and 165third−year. vocabu1ary and to make some suggestions to. students at a pub1ic j㎜ior high schoo1，The. e1iminate these di箭。u1ties and ehh㎝ce their. inStrumentS 地r data CO11eCtiOn Were a. vocabu1ary1eaming．. questiomaire on vocabu1ary 1eaming. This thesis is composed offive chapters．. strategies and a vocabu1a二ry test． The. Chapter 1 provides a review of ear1ier. questiomaire was deve1oped on the basis of. research 自ndings．The 丘e1d of vocabu1ary. carefω exan1inations of the reIevant ear1ier. 1eaming has been studied丘。m various points. studies ofvocabu1孤y1eaming strategies．The. of view，and a n㎜ber of e皿1ier studies. vocabu1ary test was a1so deve1oped危r each. approaching the fieId 丘。m three ang1es，. grade to investigate students’ vocabu1a工y. name1y vocabu1ary ㎞ow1edge， the. ㎞ow1edge，向。using on the re1ationship. vocabu1ary1eaming process，and vocabu1ary. among ‘meaning’，‘sound’，and ‘spe11ing’．. 1eaming strategies，1ed to the method of. The vocabu1ary used for the testing was. exp1oration used in this study．. se1ected using three criteria：parts of speech，. Chapter 2 provides the puTpose and. sy11ables，and word fami1iarity．. 一256一.

(2) Chapter 3 provides the resu1ts and. students，but the‘just1ooking strategy’was. ana1ysis．First，the vocabu1ary test is exp工。red. used on1y by the students who showed. in detai1．The test results a■e c1assiied into. improved1eaming．The indings此r question. five types according to the breakdovms that. 3 inc1uded：（1）three strategies，namely. occur among t㎞ee 曲。ets of vocabu1ary. ‘Se1トteSting’，‘COmeCtiOn tO SynOnym Or. ㎞owledge：‘meaning’，‘somd’，and‘spe11ing．’. antonyms’，and ‘witing rehearsa1with. The breakdowns are then compared in visua1. meaning’，showed corre1ations with test. and auditory reception．Various samp1e groups. scores；（2） the correlations changed. are a1so extracted and compared. step−by−step in accordance with students’. quantitative1y in both the productive and. progress；and（3）the actua1use of strategies. receptive phases． Next， the vocabuIary. di脆red丘。m the corre1ations；in other words，. 1eaming strategy used is compared among. students tended to use some strategies that. grades and various groups．The corre1ation. were ine脆。tive施r them or not to use some. between the vocabu1ary test scoreεmd the. strategies that were e脆。tive危r them．. strategy used is then analyzed．Fina11y，the. Chapter 5， the ina1 chapter，. open−ended questio㎜aire is ana1yzed. summarizes the research，and o価ers the. quantitative1y and qua1itative1γ. 鮎11owing Pedagogica1imp1ications：First，. Chapter4provides a discussion of the. ‘sound’shou1d be considered more impo血ant. indings suggested by the resu1ts and ama1ysis. in English classes a二nd tests．In order to. in Chapter 3．Thエee or fbur 丘ndings are. eIihance students’‘sound’re㏄ption，more. provided fbr each research question as. ‘sound’use shou1d be practiced in Eng1ish. 制Iows．The丘ndings此r question1inc1ude. c1asses and tests．Next，vocabu1ary leaming. theおnowing：（1）‘sound’reception was the. strategies shou1d be taught in accordance with. most di冊。u1t of a11types of reception to. students’1eaming deve1opment．Concrete. perfo㎜su㏄ess則1y；（2）Pooピso㎜d’. examples of e揃ective strategy use should be. reception caused poor‘spe11ing’Production in. shown to students，which cou1d direct. both grades，and also caused pooピmeaning’. students to adopt more e価ective. production in the second grade；and（3）stl＝ong. vocabu1aIy−1eaming strategies．Moreover，the. ‘meaning’reception1ed to strong meaning. administration of the questiomaire on. production．The丘ndings fbr question2were. strategy use itse1f wou1d encourage students. as fonows：（1）strategies were used more. to focus on vocabu1ary1earning strategies．. 丘equent1y by the students whose Ieaming had. This chapter conc1udes with a丘na1note. improved than by those whose leaming did. emphasizing the impoれance of teachers. not improve yet；（2）the‘70m勿プstrategy’was. question on their own teaching．. used by many students，but it was not re1ated. to their test scores；（3）‘memorizing with. 主任指導教員今井裕之. meaning’1ed to high test scores；and（4）the. 指導教員今井裕之. ‘witing rehearsaI strategy’was used by many. 257.

(3)