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Investigating Effective Practice Methods for Memorizing English Spelling Among Japanese Junior High School Learners:The Beneficial Use of the First 15 Minutes in the Classroom
https://doi.org/10.18901/00000027
https://doi.org/10.18901/000000273ace3c23-a14c-406f-bcdf-328ff2575393
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
001-018 Sachiyo Takanami (197.3 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-04-06 | |||||
| タイトル | ||||||
| タイトル | Investigating Effective Practice Methods for Memorizing English Spelling Among Japanese Junior High School Learners:The Beneficial Use of the First 15 Minutes in the Classroom | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | spelling | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | sound-letter correspondences | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | language learning methodology | |||||
| 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 | 10.18901/00000027 | |||||
| ID登録タイプ | JaLC | |||||
| 著者名 |
Takanami, Sachiyo
× Takanami, Sachiyo |
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| 著者名（英） |
Takanami, Sachiyo
× Takanami, Sachiyo |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Without doubt, literacy building is one of the main purposes of language education. When learning English, beginners find it difficult to connect English spellings to sound (i.e., pronunciation). Some previous studies have focused on a learning methodology for understanding sound-letter correspondences; however, here in Japan, there are few studies which focus on such methodology. In order to shed light on this language learning methodology, this study focuses on effective practice methods for learning English spelling. The researcher compared three practice methods: “pronounce,” “write,” “pronounce and write”. Sixty-seven junior high learners (seventh grade learners) participated using words with a higher or lower number of letter strings. Fifteen words from Gakken’s (2007) corpus data were used in the current study. The analysis compared practice methods, and the results showed the “pronounce and write” method to be the most effective for words containing 12 letters. | |||||
| 書誌情報 |
麗澤学際ジャーナル en : Reitaku Journal of Interdisciplinary Studies 巻 20, 号 1, p. 1-17, 発行日 2012-03-10 |
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| 出版者 | ||||||
| 出版者 | 麗澤大学経済学会 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0919-6714 | |||||
