抄録
Many learners struggle with vocabulary acquisition in English. Previous research has identified various learning strategies and demonstrated their correlation with academic performance and motivation. However, there is little empirical research conducted on the effectiveness of instructing strategies. This study focuses on loanwords derived from English, aiming to explore methods to utilize them in vocabulary learning while being aware of their potential negative effects. Building on prior research, teaching materials were developed and practical sessions targeting first-year high school students were conducted. In addition to instructing on loanword utilization strategies, efforts were made to encourage students to actively use loanwords and experience their effects. As a result, it was evident that incorporating loanwords into English vocabulary learning during classes significantly increased recognition of its effectiveness. Furthermore, engaging in comparative learning between loanwords and English seemed to enhance interest in language itself and fostered positive attitudes towards English vocabulary learning.
https://ror.org/057zh3y96 
