This paper examines studentsʼ views on the use of a vocabulary review activity (VRA) in learning the meaning, spelling, pronunciation and usage of new words met during Integrated English C lessons. Ten students responded to a five︲item survey to provide quantitative and qualitative data on their views regarding the VRA and the word book it uses. While the results show the VRA to be quite useful for learning the meaning of new words, it was seen as more (i.e. very) useful for learning pronunciation, which is particularly problematic for Japanese students of English. The results also showed that the VRA was only a little helpful for learning how to spell and use new words within a grammatical framework. These results suggest that the use of the VRA should be continued, but perhaps adapted to facilitate more practice in spelling and using new vocabulary at the sentential level. Studentsʼ comments also shed light on how to improve the use of the word book and suggestions are forwarded.
雑誌名
Chugokugakuen journal
巻
16
ページ
13 - 18
発行年
2017
出版者
中国学園大学/中国短期大学
出版者（英）
Chugokugakuen University / Chugoku Junior Cllege
ISSN
1348-1452
書誌レコードID
AA11806612
権利
中国学園大学/中国短期大学
情報源
1 Carter, R. ＆McCarthy, M. (1998). Vocabulary and language teaching. London: Longman.
2 Carter, R. (1998). Vocabulary (2nd ed. ). London: Routledge.
3 Aitchison, J. (1994). Words in the mind (2nd ed. ). Oxford: Blackwell.
4 McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
5 Moritoshi, P. (2017). The English language learning outcomes associated with Project︲Based Language Learning: A case study at a Japanese Junior College. Unpublished Doctoral Thesis.
6 Thornbury S: How to teach grammar. Harlow: Pearson Education Limited (1999).
Students’ Views on Using Word Card Books in a Vocabulary Review Activity for Learning New English Vocabulary
016_013_018.pdf
(511.41KB)
