| 研究実績の概要 |
Both intuition and theory suggest that learning new vocabulary within a larger context should lead to more effective acquisition of those vocabulary compared to decontextualized study. However, previous research has either shown no difference between methods or an advantage for decontextualized study. The researcher hypothesized that the reason past studies have failed to find an advantage for contextualized vocabulary learning is because of flaws in their experimental design. Therefore, the researcher designed a computer-based experiment and measurement system that aimed to circumvent those flaws and detect even small advantages for one method over the other. The results of the experiment showed a small but significant difference in favor of contextualized vocabulary study (Hughes, 2020). The results are meaningful on both a practical and theoretical level. Practically, the method supported by the results may help inform learners and educators so that they can improve their vocabulary learning/teaching approaches. Theoretically, the results lend support to the Involvement Load Hypothesis (ILH), which posits that the effectiveness of a vocabulary learning task depends on the level of task-induced involvement it engenders.
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