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IT英語の語彙習得とプライミング効果に関する一考察 : 語形成と語彙の意味指導の試みから
https://bunkyo.repo.nii.ac.jp/records/3086
https://bunkyo.repo.nii.ac.jp/records/308610a52d3d-4eb4-4b58-87bc-cf990e942d95
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BKS0000122.pdf (3.8 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-01-26 | |||||||||
| タイトル | ||||||||||
| タイトル | IT英語の語彙習得とプライミング効果に関する一考察 : 語形成と語彙の意味指導の試みから | |||||||||
| タイトル | ||||||||||
| タイトル | Priming effect in vocabulary building of IT terms:An observation from experimental lessons inword formation and meaning comprehension | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| タイトル カナ | ||||||||||
| その他のタイトル | IT エイゴ ノ ゴイ シュウトク ト プライミング コウカ ニ カンスル イチコウサツ ゴケイセイ ト ゴイ ノ イミ シドウ ノ ココロミ カラ | |||||||||
| 著者 |
高橋, 信弘
× 高橋, 信弘
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| 著者 | ||||||||||
| 値 | Takahashi, Nobuhiro | |||||||||
| 所属機関 | ||||||||||
| 値 | 文教大学情報学部非常勤 | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The object of this study is to test the hypothesis that our students will learn IT English terms more quickly and efficiently if we may help them comprehend and associate or be reminded of the meaning of the words by utilizing knowledge of word formation as they come across derivatives or compounds of IT terms. The followings is a summary of the results of the experiment. (1) Cognitive understanding of word formation in IT terms. It became evident that comprehension of word formation in an IT term or its meaning, and association with those, prompts the students remember IT English words more easily. (2) Practice and result of teaching for cognitive understanding and a semantic priming effect In the lesson we taught IT terms illustrating an interrelation between prefixes and suffixes and other word parts in a semantic network that we aimed for students' cognitive understanding though a semantic priming effect. Students understood well as measured by 3 consecutive short tests of IT vocabulary. Readout time (the time students need for reacting to the questioned words when trying to remember or associate) was shorter after the lesson than before; (correct answer) rate was also higher. The results proved the hypothesis. | |||||||||
| 書誌情報 |
情報研究 en : Information and Communication Studies 巻 39, p. 151-183, 発行日 2008-07-01 |
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| 出版者 | ||||||||||
| 出版者 | 文教大学 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 03893367 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 本文言語 | ||||||||||
| 値 | 日本語 | |||||||||
| ID | ||||||||||
| 値 | BKS0000122 | |||||||||
| 作成日 | ||||||||||
| 日付 | 2010-01-21 | |||||||||
