– 205 – 名古屋女子大学 紀要 67(人・社)205〜216 2021 Abstract This article reports an empirical study that investigated(1) English receptive vocabulary size in Japanese public elementary school students and(2)the effectiveness of intentional learning of vocabulary in classroom practices. For foreign language learners, vocabulary knowledge is an essential component to improve communicative competence. In response to the designation of English as a formal subject for fifth-and-sixth graders in Japan by the Ministry of Education, Culture, Sports, Science, and Technology in April 2020, a guideline was provided stating that 600-700 English words should be learned through communication-oriented activities. In order to establish clear learning goals, it is necessary to grasp the learners’ current status. In this study, a total of 158 fourth- and fifth-graders performed an aural English receptive vocabulary test, with results showing that the average vocabulary size of fifth-graders(M = 522.78, range: 300-780)was larger than that of fourth-graders(M = 383.02, range: 140-760). Further, a linear mixed-effects model analysis showed that the implementation of intentional learning, along with grades(i.e., fourth vs. fifth)and loanwords vs. non-loanwords, had a significant impact on vocabulary acquisition. Some words, however, were not easily acquired in classroom practices, presumably because of homophonous difficulty or low-frequency of exposure. キーワード:小学校英語,受容語彙サイズ,意図的学習 1.はじめに 外国語学習の本質的な目標は、外国語による情報を理解したり伝えたいことを外国語で表現 したりして、他者との円滑なコミュニケーションを図ることができるようになることであり、 学習者の語彙知識が発達することにより、外国語によるコミュニケーション能力が向上するこ とが期待される。小学校では、2020年4月より5・6年生において外国語(英語)が教科化さ れたことに伴い、学習指導要領(文部科学省,2018a)には、中学校での外国語科の土台とな 小学生の英語受容語彙サイズ ―外国語活動・外国語科における意図的学習の有効性― 江口 朗子 English Receptive Vocabulary Size among Elementary School Students: Assessing the Effectiveness of Intentional Learning in Classroom Practices Akiko EGUCHI
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名古屋女子大学 紀要 67(人・社)205〜216 2021
Abstract
This article reports an empirical study that investigated(1) English receptive vocabulary size in Japanese public elementary school students and(2) the effectiveness of intentional learning of vocabulary in classroom practices. For foreign language learners, vocabulary knowledge is an essential component to improve communicative competence. In response to the designation of English as a formal subject for fifth-and-sixth graders in Japan by the Ministry of Education, Culture, Sports, Science, and Technology in April 2020, a guideline was provided stating that 600-700 English words should be learned through communication-oriented activities. In order to establish clear learning goals, it is necessary to grasp the learners’ current status. In this study, a total of 158 fourth- and fifth-graders performed an aural English receptive vocabulary test, with results showing that the average vocabulary size of fifth-graders(M = 522.78, range: 300-780) was larger than that of fourth-graders(M = 383.02, range: 140-760). Further, a linear mixed-effects model analysis showed that the implementation of intentional learning, along with grades(i.e., fourth vs. fifth) and loanwords vs. non-loanwords, had a significant impact on vocabulary acquisition. Some words, however, were not easily acquired in classroom practices, presumably because of homophonous difficulty or low-frequency of exposure.
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Kasahara, K. (2017, March). Seven principles for teaching and learning vocabulary in EFL situations. シンポジウム:「日本人英語学習者の語彙およびフォーミュラの習得をいかに促進させるか」JACETリーディング・英語語彙・英語辞書研究会合同フォーラム. 早稲田大学. 発表資料.
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