英語語彙指導法における自己生成精緻化とリスト学習の比較

抄録

The purpose of this study was to compare the effects of self-generated elaboration (learners generate elaborations themselves rather than these being provided by the instructors) and self-memorization activities using an L2-L1 vocabulary list for the acquisition of new vocabulary items. The list group was asked to memorize 20 target words and the elaboration group was presented with example sentences in L2 that included the target vocabulary items and asked to provide reasons using their L1. Both a meaning recall post-test and a reading post-test were conducted at three different intervals after the initial activities (immediately after, one week after, and three weeks after) in order to examine how well the participants had memorized the target items. The results showed that the list group performed significantly better than the elaboration group in the meaning recall test that was administered immediately following the activity These findings indicate that self-generated elaboration using Li is not as effective as list learning at least for the lower-intermediate learners in this study. The effects of the two vocabulary learning activities on long-term retention and on reading comprehension should be discussed further.