英語学習者の外来語認識と英文読解

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  • Learners' Recognition of Loanwords and Reading Comprehension

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The present study investigated three aspects of loanwords : how loanwords were utilized in English learning, how they were recognized in English texts, and how they affected reading comprehension. Four reading texts were used and manipulated by the number of loanwords and the degree of topic familiarity and text difficulty. Thirty students with larger vocabularies and 30 with smaller vocabularies were selected from 102 students. First, students responded to a questionnaire about how they perceived loanwords in learning. Then, they read the texts and marked words they recognized as loanwords. Finally, they were provided comprehension questions, followed by their feedback about how familiar and difficult they found it. Major findings were: (1) Students with larger vocabularies rarely used katakana for learning pronunciation, which was significantly different from students with smaller vocabularies, (2) Although the number of loanwords was set in the texts, students with larger vocabularies recognized more loanwords than those with smaller vocabularies, and their recognition rates differed among the four texts, whereas students with smaller vocabularies did not show any differences regardless of whether the text was familiar or difficult, (3) Students with smaller vocabularies showed a significant correlation between the questionnaire responses and the number of loanword recognitions,(4) Students with larger vocabularies outperformed those with smaller vocabularies in reading comprehension, (5) Students with smaller vocabularies strongly perceived a difference due to topic familiarity rather than text difficulty, and (6) Effects of loanwords on topic familiarity and text difficulty in reading comprehension were not clearly shown. In response to the increasing use of loanwords in today’s society, the present study discusses how they can be utilized in vocabulary learning.

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