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No.49 (2005/3) >
|Title alternative ||:||Effect of Context in EFL Vocabulary Learning|
|Authors ||:||小那覇, ひろこ|
|Authors alternative ||:||Onaha, Hiroko|
|Issue Date ||:||Mar-2005 |
|Abstract ||:||In an effort to find ways to enhance EFL vocabulary learning, the present study examined whether there was a difference in retention between words learned under two conditions: One condition was vocabulary presentation in context and the other featured non-contextual presentation.
Data were collected from 20 participants whose major is English. They were given vocabulary lists from the book, "That's Not What I Meant." Vocabulary from Chapter One, including 41 words with definitions and example sentences, served as material for this study; students were asked to study these words. Twenty words were randomly selected from the list for inclusion in a quiz. Ten words were presented in context and another ten words were given non-contextually. The participants were told that they would be given the quiz in one week. Twelve weeks after the quiz, the test was repeated without warning.
In the first test, no difference was found between the two conditions. However, the result in the second test showed a significant difference between the two conditions (t=2.168, df=19, p<.05). This suggests that learning words in context is an effective way to retain vocabulary in the long term for intermediate-level students.|
|Type Local ||:||紀要論文|
|Citation ||:||琉球大学欧米文化論集 ＝ Ryudai Review of Euro-American Studies no.49 p.23 -36|
|Appears in Collections||:||No.49 (2005/3)|
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