@article{oai:iwate-u.repo.nii.ac.jp:00015404,
 author = {上岡, 清乃 and 北岡, 智子 and 鈴木, 恵太},
 issue = {1},
 journal = {特殊教育学研究},
 month = {May},
 note = {本研究は、英語学習に特異的な困難を示す中高生2名（生徒A、生徒B）を対象とし、認知特性に応じ、かつ英語の言語体系を考慮した英語学習法の指導効果について検討した。両名とも全般的知的機能は平均の下から平均の領域であったが、細部の視覚分析やプランニング能力が認知的な弱さとして考えられた。一方、認知的な強さとしては、ワーキングメモリーや言語概念、言語表現といった能力が考えられた。英語学習は英単語の読みと意味を習得するための英単語指導を行った。指導は刺激等価性を基盤とした見本合わせ法を実施し、音韻的側面を習得するためのフラッシュカード課題や、意味的側面を習得するためのマッチング課題などを行った。結果から、指導開始前のプレテストに比して指導終了後のポストテストにて大幅な成績の向上が認められた。ここから、認知特性に応じ、かつ言語体系の違いに考慮した指導法の指導効果が示唆された。, The purpose of the present study was to examine effects of instruction that considered individual students' cognitive functions on the students' learning of English words. The participants were 2 Japanese students, student A (14 years old, junior high school) and student B (16 years old, high school), both of whom had specifıc diffıculties learning English. Their intellectual levels were below average and average, respectively, and their test results suggested cognitive weaknesses, specifically with planning ability and the visual analysis of details. On the other hand, student A's cognitive strengths included working memory and successive processes, and student B's, verbal comprehension and expression. The instruction focused on the reading and semantics of English words. Flash cards and matching-to-sample tasks were used to teach phonetic and semantic aspects of English words, respectively. Both instructional methods were constructed based on stimulus equivalence. The 2 participants were taught individually; the instruction sessions were held 10 times, once a week, for 20-40 minutes each time. Student A was taught 64 words; student B, 63. The effects of the instruction were evaluated with a 70-word English vocabulary test. The students took the English vocabulary test 3 times: before instruction (pre-test), immediately following completion of the 10 training sessions (post-test 1), and 4-7 months after instruction (post-test 2). On the pre-test, the students answered 8% and 10% of the items correctly, respectively, whereas on the post-test that they took immediately after the final instruction session, they answered 77% and 97% of the items correctly, respectively. Their performance on both post-tests showed great improvement compared with their pre-test scores. These results suggest the educational effectiveness of instruction that takes individual students' cognitive function into account.},
 pages = {47--56},
 title = {学習に特異的な困難を示す生徒の認知特性に配慮した見本合わせ法を用いた英単語指導法の検討},
 volume = {58},
 year = {2020}
}