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A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004)
https://ohka.repo.nii.ac.jp/records/179
https://ohka.repo.nii.ac.jp/records/179d7d3abc1-f9da-47b0-9f14-b33c671743a6
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004) (768.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-03-29 | |||||
| タイトル | ||||||
| タイトル | A Replication of "Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004) | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題URI | URL | |||||
| 主題 | story listening | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題URI | URL | |||||
| 主題 | vocabulary | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題URI | URL | |||||
| 主題 | efficiency | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題URI | URL | |||||
| 主題 | form-focused instruction | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
CLARKE,Stephen
× CLARKE,Stephen |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Story listening is an instructional procedure developed by Beniko Mason in which teachers aim to provide compelling and comprehensible aural input bytelling stories and using pictures, gestures and L1 translations to help learners to understand the content (Mason, 2015). Studies have suggested that story listening is a more efficient way of developing vocabulary knowledge than more traditional and form-focused types of vocabulary instruction (Mason, 2007; Mason and Krashen, 2004; Mason, Vanata, Jander, Borsch and Krashen, 2009). These short research notes present a loose replication of Is Form-Focused Vocabulary Instruction Worthwhile?" (Mason and Krashen, 2004), which reported a quasi-experimental study of two treatments and their relative effects on vocabulary growth. In both treatments, subjects listened to a story, but one of the groups also did supplementary vocabulary activities designed to teach the new words in the story. This group gained more words on a delayed post-test than the group that only listened to the story, but the latter gained more words per minute of exposure, suggesting that story listening alone is more efficient than combining story listening with traditional vocabulary activities. |
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| 書誌情報 |
名古屋短期大学研究紀要 en : BULLETIN OF NAGOYA COLLEGE 号 57, p. 155-159, 発行日 2019-03-16 |
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| 出版者 | ||||||
| 出版者 | 名古屋短期大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0286-777X | |||||
