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  1. A 紀要
  2. A10 広島文教大学紀要
  3. 57

The Effects of Daily Practice Regimes on Vocabulary and Synonym Acquisition and Retention

https://doi.org/10.51095/kiyo.57.05
https://doi.org/10.51095/kiyo.57.05
9918f61d-6de9-4a03-a0b1-a60c1c60cd09
名前 / ファイル ライセンス アクション
kiyo.57.05.pdf kiyo.57.05.pdf (127.3 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2023-02-15
タイトル
タイトル The Effects of Daily Practice Regimes on Vocabulary and Synonym Acquisition and Retention
言語 en
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
ID登録
ID登録 10.51095/kiyo.57.05
ID登録タイプ JaLC
著者 Nevitt, Craig Anthony

× Nevitt, Craig Anthony

ja Nevitt, Craig Anthony

ja-Kana ネヴィット, クレィグ・アンソニー

en Nevitt, Craig Anthony

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内容記述タイプ Abstract
内容記述 The foundation for this paper is receptive knowledge of synonyms. The concept for this small step toward improving vocabulary instruction is that English vocabulary range could be expanded through first teaching students strategies to use synonyms in solving reading comprehension questions. Students will then be better able to understand more texts with their expanded receptive vocabulary knowledge. Naturally, receptive knowledge is only one aspect of knowing a word. Therefore, this is not seen as the final goal. But if we cannot understand the small steps, we will not be able to supply our students a foundation from which to leap toward understanding. This study is an even smaller aspect of the receptive knowledge stage—testing a Daily Practice Regime of sentence unscrambling in relation to blank filling to see which leads to better acquisition and retention for low- mid- proficiency students. The results show that strongly engaging in either method is better than no or minimum engagement. And in the final analysis, this groups of students seemed to be better able to acquire and retain receptive knowledge of synonyms through sentence unscrambling. However, the results of vocabulary retention are more ambiguous because of two possible methods of measure. Nevertheless, the blank-filling activities led to an overall higher score for this group of students. Better methods examining differences in studentʼs ability to learn and use synonyms need to be formulated. However, this may be a small light to aid researchers in finding a foundation for staged learning that introduces more difficult elements of vocabulary knowledge as learners become more proficient.
言語 en
bibliographic_information ja : 広島文教大学紀要
en : Bulletin of Hiroshima Bunkyo University

巻 57, p. 47-57, 発行日 2022-12-22
出版者
出版者 広島文教大学
言語 ja
item_10002_source_id_9
収録物識別子タイプ PISSN
収録物識別子 24351660
item_10002_source_id_11
収録物識別子タイプ NCID
収録物識別子 AA12881318
フォーマット
内容記述タイプ Other
内容記述 application/pdf
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
日本十進分類法
主題Scheme NDC
主題 830
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