| Co-Investigator(Kenkyū-buntansha) |
TAKEUCHI Osamu Kansai University, Institute of Foreign Language Education and Research, Associate Professor, 総合情報学部, 助教授 (40206941)
YOSHIDA Shinsuke Setsunan University, Faculty of International Language and Culture, Professor, 国際言語文化学部, 教授 (50230743)
YOSHIDA Haruyo Setsunan University, Faculty of International Language and Culture, Associate Professor, 国際言語文化学部, 助教授 (40210710)
SAEKI Namie Doshisha Women's College of Liberal Arts, Department of English, Associate Professor, 学芸学部, 助教授 (80225747)
|
|---|
| Budget Amount *help |
¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1999: ¥2,500,000 (Direct Cost: ¥2,500,000)
|
|---|
| Research Abstract |
In this study, for the first year, we chose a number of basic verbs and particles which made up the phrasal verbs, which were the nucleus of the learning task. According to Kennedy(1920), Azuma and Matsumoto(1991), Tanaka and Kawade(1989), 20 basic verbs and 19 particles were selected. Next, pictures in the form of line drawings were provided in order to help learners visualize the core meaning of the target phrasal verb. As for the basic verb, 3 basic verbs "break", "bring", and "call" were selected for the first-year pilot study.
The second year, 3 more basic verbs "come", "get", and "give" which are used in a large number of phrasal verbs, were added. With this, the number of examples of the phrasal verbs was about 180 from 44 in told, which made the learners receive more learning effect. The moving picture clips were provided to illustrate examples of the use the phrasal verbs. Moreover, for the feedback information, sound files of English examples and explanations of the basic verb
… More
s and the particles based on the content of the examples were provided. We considered the educational effect as the CALL software. The software was developed with the aim of giving the learners the ability to study both components of a phrasal verb, the basic verb and the particle. As a result, the significant learning effects of acquiring phrasal verbs containging the basic verb "come", and listening ability were observed clearly.
When we demonstrated this software and reported the effect of it at the 39th annual JACET conference, useful suggestion about indicating methods of audio sound feedback were given. Some devices were added for showing the audio sound information and the sound files of the phrasal verb that were the right answers. On the other hand, as for making of the moving picture clips which express the core image of the phrasal verbs, the qualitative difference of the English expression and Japanese expression made clear the difficulty of providing satisfactory moving picture clips. It seems to be left as the object of future study investigation. Less
|
