コア・ミーニングを用いた多義語の指導とその有効性

• 三ツ木 真実

  北海道大学大学院 国際広報メディア・観光学院

• 長嶋 みさと

  北海道大学大学院 国際広報メディア・観光学院

抄録

The purpose of this study is to examine and compare the effectiveness of three types of instruction, including the concept of core-meaning, for learning polysemous English prepositions: in, at, and on. 119 Japanese college English leaners were divided into four groups as core-meaning-based explicit instruction (CBEI), image-schema and core-meaning-based instruction (ISCBI), translation-based instruction (TBI) and a control group. Three treatment groups were given different instructions on the target words and control group received no instruction. In order to examine the effectiveness of the instruction, a pre-test was administered prior to the instruction, and a post-test was carried out after the instruction. The results of the analysis showed that instructional types were statistically significant. Then, further analysis was conducted on each instructional type and insisted that CBEI was more effective than TBI. There was no significant difference between CBEI and ISCBI; both were based on the idea of core-meaning. However, CBEI suggested more effectiveness than ISCBI because there were no significant differences between ISCBI and other three groups. As a next analysis, each group was divided into two sub-groups according to the pre-test average score. The group above average was considered as more of a pre-existing knowledge group and the other below average group was considered as a less pre-existing knowledge group. Referring to the former group, there were significant differences between CBEI and other three groups. On the other hand, no significant differences were shown in the latter group. This study revealed that explicit explanation which includes how to interpret core-meaning and practice semantic extension, not to only depend on learners’ intuitive understanding, is necessary when core-meaning is used in the classroom. Moreover, explicit instruction worked in a more efficient way, compared to the more pre-existing knowledge group.

収録刊行物

• 北海道英語教育学会 紀要

  北海道英語教育学会 紀要 14 (0), 3-22, 2015

  北海道英語教育学会

詳細情報

• CRID: 1390845712971866112
• NII論文ID: 130007386596
• DOI: 10.24675/helesje.14.0_3
• ISSN: 24340243
• ISSN: 13476343
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可