@article{oai:kindai.repo.nii.ac.jp:00012652,
 author = {Burrows, Lance},
 issue = {1},
 journal = {近畿大学教養・外国語教育センター紀要. 外国語編, Kinki university center for liberal arts and foreign language education journal. foreign language edition},
 month = {Nov},
 note = {[Abstract] Vocabulary acquisition has been deemed by some as the most important part of any English as a Foreign Language (EFL) program. However, the limited amount of class time and exposure to English, in an EFL setting, has prompted many educators to try to improve the efficiency of their vocabulary learning activities in class. Research has shown that decontextualized productive style vocabulary activities can help improve productive, as well as, receptive vocabulary knowledge. However, these productive activities often take substantial amounts of time to complete. Time that is often not available to EFL educators. This study investigated the role that contextualization may have in the vocabulary acquisition process. By contextualizing productive tasks, can the educators expedite the vocabulary acquisition process? And once the vocabulary terms have been learned in a productive activity, does receptive vocabulary knowledge also improve?                 [要旨] 語彙習得は英語を外国語として学ぶ環境(EFL)において最も重要な学習内容の一つと考えられてきた。しかしながらEFLでは授業時間や学習者が英語に触れる機会が限られており、指導者は限られた時間の中での効果的な語彙学習活動を模索してきた。先行研究によると、非文脈化された産出的語彙学習活動は、受容的語彙知識だけでなく産出的語彙習得にも効果があるとしている。しかしながらこのような非文脈化された語彙学習活動は多くの時間を必要とするため現場での実践は困難である。このような状況をふまえ、本研究は文脈化が語彙習得過程に与える影響について検証した。具体的には、語彙の産出的学習活動を文脈化することは語彙習得を促進するのか、また産出的活動における語彙学習は受容的語彙知識の促進にもつながるのか、ということについて検証した。, 著者専攻: 応用言語学, application/pdf},
 pages = {273--286},
 title = {〈Articles〉 Can Contextualization Improve the Efficiency of Productive Learning Activities in Comparison to Receptive Learning Activities for Vocabulary Acquisition?},
 volume = {2},
 year = {2011},
 yomi = {ブロース, ランス}
}