語源を用いた英単語の指導例
URI | http://harp.lib.hiroshima-u.ac.jp/hkg/metadata/12040 | ||||||
---|---|---|---|---|---|---|---|
File |
AA11419398_51_p27.pdf
( 576.0 KB )
Open Date
:2019-03-15
|
||||||
Title |
語源を用いた英単語の指導例
|
||||||
Title Alternative |
An Etymological Approach to Teaching English Vocabulary
|
||||||
Author |
|
||||||
Subject |
etymology
English vocabulary
TOEIC
remedial class
語源
英単語
リメディアル教育
|
||||||
Abstract |
This paper explores how English words are taught, particularly the teaching of etymology. Etymological knowledge is taught differently according to students’ level and purpose. This paper examines three classes, different in terms of motivation, ability and purpose. In previous general classes, three word parts (prefixes, roots and suffixes) were taught. Currently in a remedial class (below 250 on the TOEIC), students have poor motivation and a limited vocabulary, so they are taught using katakana characters. Remedial students are taught English through katakana and encouraged to memorize words in this way. In another class, preparing for the TOEIC exam, students are taught how to classify speech. Understanding parts of speech (adjective, adverb, verb, etc.) allows them to answer grammatical questions more quickly. As a consequence, these students achieved higher TOEIC scores than before. 本稿では,語源を用いた英単語の指導例を報告する。特に,学生のレベルや目的に合わせた指導方法について述べる。以前,上位レベルのクラスでは,単語を接頭辞,語根,接尾辞に分けて,語源の説明をしながら教えていたが,最近,リメディアル教育を必要とする下位レベル(TOEICで 250以下)のクラスでは,学生の語彙力が乏しく,英語への関心も低いため,カタカナを用いて指導している。また,TOEICの試験対策のクラスでは,高スコア取得のため,文法問題に即答できるような指導を行っている。その結果,TOEICの文法問題の得点が以前よりも高くなっている。 |
||||||
Description Peer Reviewed |
査読無
|
||||||
Journal Title |
広島国際学院大学研究報告
|
||||||
Volume |
51
|
||||||
Spage |
27
|
||||||
Epage |
38
|
||||||
Published Date |
2018-12
|
||||||
Publisher |
広島国際学院大学
|
||||||
ISSN |
1345-3858
|
||||||
NCID |
AA11419398
|
||||||
Language |
jpn
|
||||||
NIIType |
Departmental Bulletin Paper
|
||||||
Text Version |
出版社版
|
||||||
Set |
hkg
|