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Effects of Vocabulary Learning on Listening of English Sentences for Japanese Learners with Different Proficiency: A Behavioral Analysis Approach

词汇学习对不同水平的日语学习者英语句子听力的影响：行为分析方法

基本信息

批准号：
18520440
负责人：
TOYA Mitsuyo
金额：
$ 2.46万
依托单位：
University of the Ryukyus
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2006
资助国家：
日本
起止时间：
2006 至 2007
项目状态：
已结题

项目摘要

This project investigated the effect of learning new vocabulary and being trained to recognize the targets in news sentences. As the single case design used in the field of Behavioral Analysis was to be employed to the English as a Foreign Language research, the validity and the reliability of multiple listening tests was to be sought out before the experiments. After the validity and reliability of evaluating tools were confirmed, three experiments with a computer training program (Ki-Ki-Mi-Mi-chan) in multi-baseline research design. In Experiment 1, 33 Japanese University students took 15-minute English tests for a total of 16 sessions. Of the thirty-three, eight students agreed to use Ki-Ki-M-Mi-chan four times a week outside the class. They were trained to learn new words and recognize them while listening to the sentences containing the targets. Their vocabulary recognition scores and listening scores were standardized in relation to the performance of remaining 25 students who to … More ok the tests without the training. The results showed that the effects of intervention were significant for both vocabulary recognition and listening scores; however, the effects on listening was found to be limited to the training sentences. Experiment 2 investigated the effect of partial training, that is, the first phase in which the vocabulary learning was training without the contexts (i. e., training sentences). The intervention effect was found to be apparent only for vocabulary recognition (though the amount of learning was less than that in Experiment 1) and not in listening scores. Then the training effect was tested with less proficient learners. The effects on vocabulary recognition were significant for the 5 participants; however, the listening scores of 2 students out of five did not show the positive effects of training. This indicated that we need to treat the listeners categorized as those two with little effects differently and further research is necessary in order to determine what would be the effect method of foreign language listening. Three papers have been published based on the current research projects. The final report including these three publications served as a PhD dissertation of Toya, submitted to Nihon University in Oct. 2007 and has been accepted. Less

该项目研究了学习新词汇和接受训练以识别新闻句子中的目标的效果。由于英语作为外语研究采用行为分析领域的单案例设计，因此在实验前需要确定多次听力测试的有效性和可靠性。在确认评估工具的有效性和可靠性后，利用计算机训练程序（Ki-Ki-Mi-Mi-chan）进行了三项多基线研究设计实验。在实验1中，33名日本大学生进行了15分钟的英语测试，总共16节。在这 33 名学生中，有 8 名学生同意每周在课外使用 Ki-Ki-M-Mi-chan 四次。他们接受训练学习新单词并在听包含目标的句子时识别它们。他们的词汇识别分数和听力分数根据其余 25 名学生的表现进行了标准化，这些学生无需接受培训即可通过测试。结果表明，干预对词汇识别和听力成绩都有显着影响；然而，对听力的影响被发现仅限于训练句子。实验2研究了部分训练的效果，即词汇学习的第一阶段是在没有上下文（即训练句子）的情况下进行训练。研究发现，干预效果仅对词汇识别（尽管学习量比实验1少）明显，而对听力成绩不明显。然后用不太熟练的学习者测试训练效果。 5 名参与者对词汇识别的影响显着；然而，五分之二的学生的听力成绩并未显示出培训的积极效果。这表明我们需要对这两类效果较小的听者区别对待，并需要进一步研究以确定什么是外语听力的效果方法。根据当前的研究项目，已发表三篇论文。包括这三篇出版物的最终报告作为Toya的博士论文，于2007年10月提交给日本大学并已被接受。较少的