Investigation of the factors that enhance the effect of incidental vocabulary learning by extensive reading: With the effective instruction guidelines

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K00829
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02100:Foreign language education-related
• Research Institution: Nagaoka University of Technology
• Principal Investigator: FUJII Kazuma 長岡技術科学大学, 工学研究科, 准教授 (50413779)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 多読 / 語彙サイズ / 電子図書 / コーパス

Outline of Final Research Achievements

The purpose of this study was to examine the effect of extensive reading (ER) on vocabulary growth and to explore instructional guidelines to enhance this effect. Participants were third- and fourth-year university students (A1 to B1 level on the CEFR) who participated in a 15-week ER program, reading approximately 35,000 words on average. Vocabulary size tests were administered before and after the ER program. The results showed no significant differences in vocabulary growth based on initial English proficiency, the number of words read during the program, or book medium preferences (paper or electronic). However, when students were instructed to pay attention to unknown words, their vocabulary size increased significantly more than when they were simply assigned to read a large number of words. This study suggests that combining ER with instruction that directs students to focus on unknown words may effectively increase vocabulary size.

Free Research Field

第二言語習得論、英語教育学

Academic Significance and Societal Importance of the Research Achievements

本研究では、多読が語彙サイズの伸長に与える効果の検証と、その効果を高めるための指導法を探究した。大学３～４年生（A1～B1レベル）を対象に、15週間の多読指導を実施したところ、多読に組み合わせた指導によって学習者の英文の読み方や、語彙サイズの伸長に大きな影響を与える可能性がわかった。15週間の多読で語彙サイズの効果を高めたい場合には未知語への注意を高めると効果的であるが、質問紙結果からは、好きな本と出会い、長期的に多読を行うという点では理想的な指導ではないことが示唆された。多読は指導の焦点によって効果が異なるため、授業の目標、目的に応じた導入や指導が可能であり、必要であることが示唆された。