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

本研究考察了学习新词汇和接受新闻句子中目标词识别训练的效果。由于行为分析领域所采用的单案例设计适用于英语作为外语的研究，因此多项听力测试的效度和信度有待于实验前的验证。在确认评估工具的有效性和可靠性后，使用计算机训练程序(Ki-Ki-Mi-Mi-Chan)进行多基线研究设计的三个实验。在实验一中，33名日本大学生参加了15分钟的英语测试，共16次。在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。他们接受了学习新单词的训练，并在听包含目标的句子时识别这些单词。他们的词汇识别分数和听力分数与其余25名参加…的学生的表现进行了标准化更好的是在没有训练的情况下进行测试。结果表明，干预对词汇识别和听力成绩均有显著影响，但对听力的影响仅限于训练句子。实验二考察了部分训练的效果，即词汇学习的第一阶段是在没有语境的情况下进行训练(即训练句子)。研究发现，干预效应仅对词汇识别有显著影响(尽管学习次数少于实验1)，而对听力成绩无明显影响。然后，对熟练程度较低的学习者进行了培训效果测试。训练对5名受试者的词汇识别有显著影响，但2名学生的听力成绩没有表现出训练的积极效果。这表明，我们需要区别对待这两类影响不大的听者，并有必要进行进一步的研究，以确定外语听力的效果方法。根据目前的研究项目，已经发表了三篇论文。包括这三种出版物在内的最终报告作为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

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