A study on English vocabulary knowledge of elementary school children -Its relation to phonological awareness, letter knowledge, and Japanese-
| Project/Area Number |
20520546
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Chiba University |
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Principal Investigator |
MITSUE Allen-Tamai Chiba University, 文学部, 教授 (50188413)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2008: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 早期英語教育 / Phonological awareness / Vocabulary Knowledge / Alphabetical knowledge / Japanese competence / Reading dwvwlopment / Alphabetical Knowledge / Japanese Competence / Storytelling / Vocabulary Depth / Phonological Awareness |
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| Research Abstract |
The relationship among phonological awareness, alphabetical knowledge, and vocabulary knowledge was tested in this research and it was found that there was a positive relationship among these three. The phonological awareness predicted the vocabulary development, as found in L1 research. A year-long literacy program based on this theory was found to be effective because there were significant differences between pre- and post-tests measuring theparticipants' phonological awareness and vocabulary knowledge.
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Report
(4 results)
Research Products
(39 results)
