The Relationship Between JSL Students' Knowledge of Meanings of Polysemous Verbs and Frequency of Input from Textbooks : Using the BCCWJ "Chunagon"

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  • JSL中学生の多義動詞の意味・用法の知識と教科書におけるインプットの関係性 : BCCWJ「中納言」を用いて
  • JSL　チュウガクセイ　ノ　タギドウシ　ノ　イミ　ヨウホウ　ノ　チシキ　ト　キョウカショ　ニ　オケル　インプット　ノ　カノウセイ　BCCWJ　チュウナゴン　ヲ　モチイテ
  • JSL中学生の多義同士の意味・用法の知識と教科書におけるインプットの関係性 : BCCWJ「中納言」を用いて

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This study will analyze elementary and junior high school textbooks by taking into account the different meanings and uses of polysemous verbs, and confirm the relationship between vocabulary knowledge ofJSL(Japanese as a Second Language) students and the frequency of language input. First, the study examined the frequency of each meaning of six verbs in the sample textbooks. These textbooks were taken from the Balanced Corpus of Contemporary Written Japanese,according to subject and educational stage (elementary/junior high school). Results demonstrated that 1) use of the core meaning of each verb is not always highly frequent; 2) the same verb in the same subject is used to convey different meanings at different educational stages; 3) the meanings that verbs carry at their first appearance in junior high school textbooks are more abstract and peripheral. Second, based on the data of Ikeda (2017) where JSLstudent's vocabulary knowledge was measured, the study examined the relationship between the percentages of correct answers and the input frequency. Findings confirm the positive relation between input and vocabulary acquisition, and suggest the possibility of further research focusing on the effective teaching/learning methods to help the students remember the low-frequency figurative meanings of words.

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