The Effect of Two-Word Collocations for Intentional Vocabulary Learning
| Project/Area Number |
22520628
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Hokkaido University of Education (2011-2012)
Seitoku University (2010) |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2010 – 2012
|
| Project Status |
Completed (Fiscal Year 2012)
|
| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
|
|---|
| Keywords | 語彙習得 / コロケーション / 意図的語彙学習 |
|---|
| Research Abstract |
In English vocabulary acquisition, learning known-and-unknown two-word collocations are more effective to retrieve and retain the meanings of the unknown words than learning the unknown words by themselves. The effective combinations are as follows: adjective (known) + noun (unknown), verb (known) + noun (unknown), and verb (unknown) + noun (known). Verb (unknown) + adverb (known) collocations are less effective. However, this vocabulary learning is less adaptive to novice learners of English.
|
Report
(4 results)
Research Products
(30 results)
