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英語学習に困難を示す生徒に対する効果的な指導法 : フォニックスを基盤とした英単語読み指導の効果
https://iwate-u.repo.nii.ac.jp/records/15402
https://iwate-u.repo.nii.ac.jp/records/154027a33e3d7-78e2-416e-bc67-57084d30ac9e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
arele-v30p257-269 (572.0 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-09-21 | |||||||||
| タイトル | ||||||||||
| タイトル | 英語学習に困難を示す生徒に対する効果的な指導法 : フォニックスを基盤とした英単語読み指導の効果 | |||||||||
| タイトル | ||||||||||
| タイトル | The Training for Students with Specific Difficulties in Learning English : The Effectiveness of Word Reading Instruction Based on Phonics | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 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 |
上岡, 清乃
× 上岡, 清乃
× 鈴木, 恵太
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| 著者別名 | ||||||||||
| 識別子Scheme | WEKO | |||||||||
| 識別子 | 93184 | |||||||||
| 姓名 | KAMIOKA, Sayano | |||||||||
| 著者別名 | ||||||||||
| 識別子Scheme | WEKO | |||||||||
| 識別子 | 93185 | |||||||||
| 姓名 | SUZUKI, Keita | |||||||||
| 著者(機関) | ||||||||||
| 値 | 高知大学大学院 | |||||||||
| 著者(機関) | ||||||||||
| 値 | 岩手大学 | |||||||||
| 登録日 | ||||||||||
| 日付 | 2021-09-21 | |||||||||
| 書誌情報 |
ARELE : annual review of English language education in Japan 巻 30, p. 257-269, 発行日 2019-03-31 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 24320412 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13448560 | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this study was to examine the effects of the phonics instruction for students with specific difficulties in learning English. In this instruction, we considered the individual cognitive functions and the difference between Japanese and English linguistic systems. The participants were two students: student-A (14 years old) and student-B (16 years old). They had specific difficulties in learning English from basic level, including alphabetic grapheme-phoneme translation. Their intellectual levels ranged from below average to average. In addition, they showed cognitive weaknesses in planning ability and visual analysis. We focused on the alphabetic graphemephoneme correlation, and made an instruction method based on the phonics instruction. In this, we set five stages aimed to promote effective learning. We taught mainly grapheme and phoneme of the alphabet, the correct pronunciation of consonants and vowels, diphthongs (a sound formed by a combination of two vowels in a single syllable), and irregular pronunciation rules (e.g., silent “e”). The effects of the instruction were evaluated through English vocabulary tests that consisted of 70 unlearned words. The tests were performed twice during pre- and post-instruction. The numbers of correct answers on the post-test showed greater increase compared to those on the pre-test, suggesting the educational effectiveness of instruction. | |||||||||
| 抄録（URL） | ||||||||||
| 表示名 | 英語学習に困難を示す生徒に対する効果的な指導法 : フォニックスを基盤とした英単語読み指導の効果 | |||||||||
| URL | https://www.jstage.jst.go.jp/article/arele/30/0/30_257/_article/-char/ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | 全国英語教育学会 | |||||||||
| 権利 | ||||||||||
| 権利情報 | © 2019 全国英語教育学会 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA10890588 | |||||||||
| DOI | ||||||||||
| 関連タイプ | isIdenticalTo | |||||||||
| 識別子タイプ | DOI | |||||||||
| 関連識別子 | info:doi/10.20581/arele.30.0_257 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 注記 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 本論文の著作権は全国英語教育学会に属する | |||||||||
