An Investigation for Clarifying the Difficulties in Learning English Vocabulary by Japanese Junior High School Students
全文
(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)
関連したドキュメント
A tendency toward dependence was seen in 15.9% of the total population of students, and was higher for 2nd and 3rd grade junior high school students and among girls. Children with
Required environmental education in junior high school for pro-environmental behavior in Indonesia:.. a perspective on parents’ household sanitation situations and teachers’
Compared to working adults, junior high school students, and high school students who have a
I think that ALTs are an important part of English education in Japan as it not only allows Japanese students to hear and learn from a native-speaker of English, but it
The hypothesis of Hawkins & Hattori 2006 does not predict the failure of the successive cyclic wh-movement like 13; the [uFoc*] feature in the left periphery of an embedded
JAPAN STUDIES PROGRAMS IN ENGLISH AT THE GRADUATE SCHOOL OF HUMANITIES THE INTERNATIONAL MASTER’S PROGRAM (IMAP) IN JAPANESE HUMANITIES AND THE INTERNATIONAL DOCTORATE (IDOC)
The course aims to help students develop an interest in topics about the mental and physical development and learning process of preschoolers, elementary school children and
This paper presents a case of material and classroom guideline design to motivate autonomous learning of kanji and vocabulary in advanced Japanese language classes. The main goal