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The Effectiveness of Core Meaning Based Instruction on Preposition Choice
http://hdl.handle.net/10252/00005945
http://hdl.handle.net/10252/000059451ccd6860-2265-4b9f-85dc-033445681788
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
researchbulletinofenglishteaching10-2013 (1.6 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-11-26 | |||||
| タイトル | ||||||
| タイトル | The Effectiveness of Core Meaning Based Instruction on Preposition Choice | |||||
| 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 | journal article | |||||
| 著者 |
Mitsugi, Makoto
× Mitsugi, Makoto |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 32810 | |||||
| 姓名 | 三ツ木, 真実 | |||||
| 書誌情報 |
JACET北海道支部紀要 en : Research bulletin of English teaching 号 10, p. 1-25, 発行日 2013 |
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| 出版者 | ||||||
| 出版者 | JACET北海道支部 | |||||
| 出版社版URI | ||||||
| 権利情報 | http://www.jacet-hokkaido.org/ | |||||
| 著作権注記 | ||||||
| 権利情報 | 本論文の著作権は一般社団法人大学英語教育学会に帰属する | |||||
| テキストバージョン | ||||||
| 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 | 801 | |||||
| NIIサブジェクト | ||||||
| 主題Scheme | Other | |||||
| 主題 | 言語学 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study examined the effectiveness of core-meaning-based instruction ( CMBI) on teaching the temporal use of the English prepositions: in, on, at and by. Ninety-nine Japanese college learners of English participated in this study, and two types of instruction were administered to them: core-meaning-based instruction (CMBI) and translation-based instruction (TBI). Two treatment groups were given different hint-sheets as teaching materials, and the remaining control group received no instruction. In order to examine the effectiveness of instruction, multiple choice vocabulary quizzes were administered as pre- and post-tests. Even though the results of the analysis on overall tendency showed that CMBI was not more effective than TBI, further analyses for upper and lower score groups as well as four different prepositions indicated that there were cases where CMBI was significantly more effective than TBI. This study suggests the insufficiency of implicit instruction when CMBI is used in teaching English prepositions. In addition, this study provides some evidence that CMBI may produce a favorable effect on lower proficiency learners. 1 | |||||
