コア・ミーニングを用いた多義語の指導とその有効性  [in Japanese]

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Abstract

The purpose of this study is to examine and compare the effectiveness of threetypes of instruction, including the concept of core-meaning, for learningpolysemous English prepositions: in, at, and on. 119 Japanese college Englishleaners 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 groupswere given different instructions on the target words and control group receivedno instruction. In order to examine the effectiveness of the instruction, a pre-testwas administered prior to the instruction, and a post-test was carried out afterthe instruction. The results of the analysis showed that instructional types werestatistically significant. Then, further analysis was conducted on eachinstructional type and insisted that CBEI was more effective than TBI. Therewas no significant difference between CBEI and ISCBI; both were based on theidea of core-meaning. However, CBEI suggested more effectiveness than ISCBIbecause there were no significant differences between ISCBI and other threegroups. As a next analysis, each group was divided into two sub-groupsaccording to the pre-test average score. The group above average was consideredas more of a pre-existing knowledge group and the other below average groupwas considered as a less pre-existing knowledge group. Referring to the formergroup, 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 interpretcore-meaning and practice semantic extension, not to only depend on learners'intuitive understanding, is necessary when core-meaning is used in theclassroom. Moreover, explicit instruction worked in a more efficient way,compared to the more pre-existing knowledge group.

Journal

  • HELES JOURNAL

    HELES JOURNAL 14(0), 3-22, 2015

    The Hokkaido English Language Education Society

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