2012 Fiscal Year Final Research Report
The Effect of Two-Word Collocations for Intentional Vocabulary Learning
| Project/Area Number |
22520628
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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 | Hokkaido University of Education (2011-2012)
Seitoku University (2010) |
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Principal Investigator |
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| Project Period (FY) |
2010 – 2012
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| Keywords | 語彙習得 / コロケーション / 意図的語彙学習 |
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| 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.
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