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RISS 인기검색어
- 검색키워드
- 저자 : ( Masaki Akase ) (검색결과 2 건)
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( Masaki Akase ) 범태평양 응용언어학회 2021 범태평양응용언어학회지 Vol.25 No.2
The purpose of this study is to determine whether a vocabulary size test is a valid and reliable measure of longitudinal growth in vocabulary size (VS), and to investigate the relationship between growth in VS and use of vocabulary learning strategies (VLS). Kasahara's (2006) revised version of Mochizuki's (1998) Vocabulary Size Test (VST) was administered to 209 Japanese senior high school students at three time points during their course of study. In addition, a VLS questionnaire based on Schmitt’s (1997) taxonomy was administered and used to investigate the relationship between vocabulary growth and patterns of strategy use. Cronbach alpha for the three administrations of the VST ranged from .79 to .85, indicating adequate reliability of the VST. A cluster analysis of strategy use yielded three distinct patterns: low, medium, and high frequency use of strategies. A two-way mixed ANOVA with year as the within-subjects factor and strategy cluster as the between-subjects factor found a significant mean effect for year and strategy use, but no effect for the interaction. The large effect size for year supports the claim that the revised VST is a valid measure of vocabulary size for Japanese high school students. The relationship between VS and strategy use confirms the potential of the revised VST for investigating theoretical and pedagogical factors affecting vocabulary growth.
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( Masaki Akase ),( Koji Uenishi ) 범태평양응용언어학회 2015 범태평양응용언어학회지 Vol.19 No.1
The purposes of this study are (I) to longitudinally measure the receptive vocabulary size (VS) of Japanese EFL senior high school learners; (2) to investigate how the learners develop their VS; and (3) to describe the longitudinal developmental patterns of VS of each learner during their three years of high school. Kasahara``s (2005) VS tests, a modified version of Mochizuki``s (1998) test were administered to 196 learners three times while they were in high school. Descriptive statistics were calculated and longitudinal comparisons were made, using the data of the identical subjects. One-way ANOV As and post hoc Bonferroni tests confirmed that the general course learners made progress throughout their time at school. As for the commercial course learners, they made progress during their first and second years. However, there was no statistically significant difference in average scores between the second and third years. The statistics and the line graphs of longitudinally-measured VS revealed that in the commercial course, 14.7% and 42.7% of the learners made little and or negative progress between their first and second testing and their second and third testing respectively. The study results suggest the three main factors explaining this stagnation of the commercial course learners: school curriculum; motivation; and future career path. Further research should be conducted with learners whose academic levels vary widely to investigate this learning plateau.
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