Tokyo Woman's Christian University Repository / 東京女子大学学術情報リポジトリ
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英単語の記憶と色の関係 : 英単語を効果的に暗記するために
Get PDFMemorizing English vocabulary is an obligatory task for English learners, but there are few studies about the relationship between English vocabulary retention and color. This study therefore investigates effects of text colors on the memorization of English vocabulary. It specifically focuses on examining what influence the Stroop Effect may have. The Stroop Effect occurs when the color of a text and the meaning of that text are contradictory.Ninety-nine students at Tokyo Woman’s Christian University were tested twice on their ability to memorize L2 vocabulary items and their definitions. These subjects were divided into five groups according to the color of the texts in two tests. The first three groups were presented with texts in either black, red, or blue. The fourth group was presented with positive-meaning words colored in red and negativemeaning words colored in blue; and the fifth group was presented with texts in the reverse pattern.The results suggest that, regardless of the Stroop Effect, presenting words in different colors negatively influences the participants’ ability to memorize vocabulary, as Groups 4 and 5 scored lowest on both tests. Group 2, who were presented with red texts, also scored low, while Group 1, who were presented with black texts, scored the highest. These findings indicate that unaccentuated black texts are the best format for presenting vocabulary items to learners
Inquiry of L2 learning and beyond during study abroad : Preliminary study of Japanese university students’ in-class and out-of-class learning in the UK
Get PDFThere has been a significant increase in the number of Japanese students participating in study abroad （SA） programs in English-speaking countries. Students might have different reasons for studying abroad including second language learning, learning about other cultures, disciplinary learning and professional development. To help learners to enhance their learning outcomes, host institutions overseas and institutions in Japan can develop mutual understanding of learners’ perceptions toward actual learning happening overseas in order to know which activities can enhance their productive skills.Learning can occur anywhere in any form especially in the situation of SA. Therefore, this study aims to explore Japanese university students’ in-class and out-of-class learning activities in the UK to determine what activities could lead students to develop and change their thoughts on language learning and host cultures.Thirteen Japanese university students and twelve students from South Korea, France, Thailand, Saudi Arabia, Iran, China and Italy participated in this study. A questionnaire was distributed to the students and a semi-structured interview was conducted with the Japanese students shortly before the end of the program. Questions were on students’ educational background, their future study and work plans, their in-class and out-of-class activities, improvement in their English language skills and thoughts. These outcomes were analyzed by two researchers （Japanese and British） comparing their observations of students’ progress and language improvement to synthesize the pedagogical implications of SA.The identified in-class activities which students found effective are summarized under broad-ranging categories: Expressing self in English, such as reflective journals, presentations and explaining own interests and opinions and learning strategies. Out-of-class activities include language socialization such as meeting up and traveling with flatmates, and social events organized by the university.The researchers’ reflections on effective learning activities, implications for study abroad program are discussed
