| Project/Area Number |
16H07146
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Foreign language education
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| Research Institution | Hokkaido Bunkyo University |
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Principal Investigator |
Mitsugi Makoto 北海道文教大学, 外国語学部, 講師 (80782458)
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| Project Period (FY) |
2016-08-26 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2017: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | コア・ミーニング / 学習者の認識 / 多義語指導・学習 / 認知言語学 / 英語教育 / 応用認知言語学 / 英語語彙教育 / 多義語 / 前置詞 / 学びの認識 |
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| Outline of Final Research Achievements |
This study implemented three studies to examine the effectiveness of core meaning for learning and teaching polysemous English prepositions. The first study investigated the effectiveness of schema-based (core meaning) instruction compared to the instruction based on an English-Japanese dictionary, and the positive effect was seen in instruction with core meaning. The second study examined how core meaning and dictionary were perceived as learning tools, and there was a perception which insisted an aptitude in each of the methods. Next study explored learners’ perceptions on the effectiveness of core meaning. Some learners could not determine the effectiveness, as well as others who negatively perceived core meaning due to insufficient understanding. Learners who were in positive group perceived applicability, efficiency and practicality are the effective points of using core meaning for leaning. Also, learners recognized the needs of continual training to make use of core meaning.
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