注釈による第二言語の付随的語彙学習：タスクによる関与負荷と文脈の特性に焦点を当てて

DOI

書誌事項

タイトル別名
  • L2 Incidental Vocabulary Learning From Gloss: Task-Induced Involvement Load and Contextual Specificity

説明

<p>　　No unanimous conclusions have been reached on the effect of the amount of contextual informativeness on incidental vocabulary learning. The purpose of this study was to examine the effects of gloss type and contextual specificity on vocabulary learning. Target words were glossed in one of three contexts: (a) misdirective, (b) nondirective, and (c) directive. They were given either single glosses, which provide one meaning, or multiple-choice glosses, wherein readers infer the meaning from several options. The results show that regardless of contextual specificity, lexical form-meaning connections were established when deeply involved in the targets in the decontextualized test, and that contextual specificity affected partial lexical development. The effects of contextual specificity and glosses on vocabulary learning are discussed in terms of the learner’s attention resources. The study findings suggest that vocabulary instruction with a teacher’s episodic talk is effective to the extent that it does not deplete the students’ cognitive resources.</p>

収録刊行物

詳細情報 詳細情報について

  • CRID
    1390010292836488832
  • DOI
    10.20581/arele.32.0_97
  • ISSN
    24320412
    13448560
  • 本文言語コード
    en
  • データソース種別
    • JaLC
  • 抄録ライセンスフラグ
    使用可

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