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目标识别训练的效果。由于英语作为外语的研究采用了行为分析领域中的单例设计，因此在实验前需要对多个听力测试的效度和信度进行考察。在验证了评价工具的信度和效度后，采用多基线研究设计，用计算机训练程序（Ki-Ki-Mi-Mi-chan）进行了三个实验。在实验一中，33名日本大学生参加了16节15分钟的英语测试。在这33名学生中，有8名同意在课外每周使用四次Ki-Ki-M-Mi-chan。他们被训练学习新单词，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与其余25名学生的表现进行了标准化， ...更多信息 没有训练的测试。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，即第一阶段的词汇学习是在没有语境的情况下进行的。例如，训练句子）。干预效果被发现是明显的，只有词汇识别（虽然学习量小于实验1），而不是在听力成绩。然后用不熟练的学习者测试培训效果。词汇识别的效果显着的5名参与者，但是，听力成绩的2名学生没有显示出积极的培训效果。这表明，我们需要区别对待这两类听力效果不佳的听众，并需要进一步的研究，以确定什么是外语听力的效果方法。基于当前的研究项目，已发表三篇论文。包括这三篇论文的最终报告作为Toya的博士论文于2007年10月提交给日本大学，并已被接受。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