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Reconstructing Vocabulary Knowledge Through Incidental Learning

通过附带学习重建词汇知识

基本信息

批准号：
21820063
负责人：
HOSHINO Yuko
金额：
$ 1.16万
依托单位：
Tokyo Fuji University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Research Activity Start-up
财政年份：
2009
资助国家：
日本
起止时间：
2009 至 2010
项目状态：
已结题

项目摘要

The purpose of the whole research is to investigate whether some aspects of already-known words are incidentally learnt through reading. In order to achieve this goal, I conducted a preliminary research in 2009. That is, using known words to learners (i.e., learners know at least one meaning of each word), I checked to what degree Japanese university students have knowledge about those words. I selected words belonging to level 1 in JACET8000, and I also check these words have more than one meanings. The results of this preliminary research suggested that regardless of students' vocabulary sizes (learners knowing more than 3000 words or learners knowing about only 2000 words), they know core meanings better than non-core meanings. Furthermore, correlation coefficients between the estimated vocabulary size, the knowledge about core meaning, and the knowledge about non-core meaning suggested that all of them had significant correlations, but the partial correlation coefficients between t … More he estimated vocabulary size and the knowledge about non-core meaning was not significant. These results do not indicate strong relationship between having more vocabulary size and knowing more than one meaning of word knowledge. However, the shortcoming of this study is that the degree of knowing the target words differed greatly between the participants. Hence, the results of this research suggest the necessity of conducting research about the mechanism of known words before investigating the effect of incidental learning in detail.Based on the results above, I conducted another study. I selected four words that have two or more Japanese translation words both in core meanings and non-core meanings. I also checked the relatedness of these Japanese translation words, and compared which affected the learners' knowledge more, the types of meaning (core or non-core) or the relatedness. The results showed that coreness affected the learners' vocabulary knowledge, but the relatedness did not. Hence, core meanings are more easily acquired than non-core meanings, which is along the line with what the cognitive linguists have been claiming.Next, I conducted another study based on the above results. Focus was on the core and non-core meaning, and I examined how Japanese EFL learners interpreted the target words, when they knew the core meaning but did not know the non-core meaning. I have already collected the data, but it is still under analysis. Less

整个研究的目的是考察在阅读过程中，学生是否附带习得了一些已经掌握的词汇。为了实现这一目标，我在2009年进行了初步的研究。也就是说，使用已知的单词给学习者（即，学习者至少知道每个单词的一个意思），我调查了日本大学生对这些单词的了解程度。我选择了JACET8000中属于1级的单词，并且我还检查了这些单词是否具有多个含义。初步研究结果显示，无论学生的词汇量大小（学习者知道超过3000个单词或学习者只知道约2000个单词），他们知道的核心意义比非核心意义。此外，词汇量估计值、核心意义知识和非核心意义知识之间的相关系数表明，它们之间都有显著的相关性，但词汇量估计值与核心意义知识和非核心意义知识之间的偏相关系数不显著。 ...更多信息他估计了词汇量，对非核心意义的了解不显著。这些结果并不表明有更多的词汇量和知道一个以上的单词知识的含义之间有很强的关系。然而，本研究的不足之处在于，被试对目标词的认知程度差异很大。因此，本研究的结果表明，在详细研究附带学习的效果之前，有必要对已知词的机制进行研究。我选择了四个词，有两个或两个以上的日语翻译词的核心意义和非核心意义。并对这些日译词的关联度进行了检验，比较了意义类型（核心与非核心）和关联度对学习者知识的影响。结果表明，核心度影响学习者的词汇知识，而关联度则不影响。因此，核心意义比非核心意义更容易习得，这与认知语言学家的观点沿着。本文以核心意义和非核心意义为研究对象，考察了日本英语学习者在知道核心意义而不知道非核心意义的情况下对目标词的理解。我已经收集了数据，但仍在分析中。少