A study on fundamental vocabulary for Children learning Japanese as a second language : A vocabulary study of elementary school science textbooks

研究目的与概要（1）本研究报告的是一项词汇调查的结果，显示了小学科学教科书中词汇的类型和使用情况。(See第2章方法论）在分析中使用了四年级到六年级的社会科学教科书（共六本书，每个年级两本书）：有2，935个不同的单词和24，902个连续单词（=token）。这些词被分为词汇类别（名词，动词，形容词，副词等）。并根据词的来源（日语来源、汉语来源、外国来源和混合）进行分类。对科学领域不同领域的词的类型特征进行了量化研究。(2)本研究的结果与小学社会科学教科书的词汇研究结果以及Kudo（1999）的研究结果进行了比较，并指出了三种词汇研究之间的关系。 关于我们 与社会科学教科书研究（4，724个不同单词和24，499个连续单词）的比较显示，999个不同单词（占科学教科书中不同单词总数的34%）和16，510个连续单词（占社会科学教科书中连续单词总数的66.3%）与科学教科书共享。本研究从词汇类别和词源两个方面考察了理科教科书中共有词汇和专用词汇的特点，并对本研究、社会科学教科书和Kudo（1999）三个词汇研究中共有的646个不同词汇（占理科教科书中不同词汇总数的22%）进行了比较。(See（3）以下三个词汇表在第四章中列出。词汇表A -科学教科书中的词汇：按日语字母顺序词汇表B科学教科书中的词汇：按频率顺序（包括与社会科教科书的比较）。词汇表C理科和社会科教科书中共有的词汇：按理科教科书中出现的频率顺序（包括与工藤1996年的比较）* 摘要中使用的技术术语，如连读词，遵循国家语言研究所。初中教科书词汇研究。（1986年）* Kudo（1999年）。儿童日语基础词汇研究。东京：Hitsuji Shobo。（1996年出版）。少

Purpose and outline of the study(1) This study reports the results of a vocabulary investigation, showing the types of vocabulary and their usage in elementary school science textbooks. (See Chapter 2 for methodology.) Social science textbooks for fourth graders through sixth graders were used in the analysis (total of six books with two books for each grade level) :There are 2,935 different words and 24,902 running words (=token). The words are classified into lexical categories(nouns,verbs,adjectives,adverbs,etc.) and also classified based on the origin of the words (Japanese origin, Chinese origin, foreign origin and mixed). Characteristics of the word types in different areas in the science field are investigated and quantified.(2) The results of the current study are compared with the results of the vocabulary study of elementary school social science textbooks, as well as the results from Kudo (1999), and relation among the three vocabulary studies is presented.The results of the … More comparison with the social studies textbook study (4,724 different words and 24,499 running words) show that 999 different words (34% of the total different words in science textbooks) and 16,510 running words (66.3% of the total running words in social science textbooks) are shared with science textbooks. The characteristics of the shared vocabulary and the vocabulary exclusively used in science textbooks are investigated based on lexical categories and word origin.Also 646 different words (22% of the total different words in science textbooks) are shared among the three vocabulary studies, i.e. the current study, the social science textbooks and Kudo (1999). (See chapter 3 for detail)(3) The following three vocabulary tables are presented in chapter 4.Vocabulary list A - Vocabulary in the science textbooks : ln Japanese alphabetical orderVocabulary list B Vocabulary in the science textbooks : ln the frequency order (including comparison with the social studies textbooks.)Vocabulary list C Shared vocabulary in the science and social studies textbooks : In the frequency order from science textbooks (including comparison with Kudo, 1996)* Technical terms, e.g. running words, used in the abstract follow the National Language Research Institute. (Studies on the vocabulary of junior high school textbooks.(1986).)* Kudo (1999). A study of the fundamental vocabulary for children learning Japanese as a second language. Tokyo : Hitsuji Shobo. (Original work published 1996). Less