{"created":"2023-05-15T12:19:13.645854+00:00","id":337,"links":{},"metadata":{"_buckets":{"deposit":"08882e8b-d972-4d1c-9367-39cfbd15f018"},"_deposit":{"created_by":23,"id":"337","owners":[23],"pid":{"revision_id":0,"type":"depid","value":"337"},"status":"published"},"_oai":{"id":"oai:jpf.repo.nii.ac.jp:00000337","sets":["70:65:32"]},"author_link":["1159","1160"],"item_1689315340000":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国際交流基金日本語国際センター","subitem_publisher_language":"ja"}]},"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2003-09-29","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"40","bibliographicPageStart":"19","bibliographicVolumeNumber":"13","bibliographic_titles":[{"bibliographic_title":"世界の日本語教育. 日本語教育論集","bibliographic_titleLang":"ja"},{"bibliographic_title":"Japanese language education around the globe ; Japanese language education around the globe","bibliographic_titleLang":"en"}]}]},"item_3_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"ひらがなを第二言語、又は外国語の文字として導入する際、よく使用される導入方法の一つに連想法がある。しかしながら、その連想法が及ぼす学習効果の研究数はまだ乏しく、現在カッケンブッシュ・中条・長友・多和田の研究 (1989) に限られる。 カッケンブッシュ等の研究は、日本で日本語を学ぶ非漢字圏、非英語圏からの留学生を対象に、連想法の長期的効果のみが認められたと報告しているが、結果解釈に疑問点が残ることから新たな研究による確認を必要とする。又、漢字圏や英語圏からの日本語学習者を対象にした場合の効果の有無等、残された研究課題も少なくない。特に漢字圏(非ローマ字圏)、英語圏(ローマ字圏)の二グループの比較は、母語からの文字認知のストラテジーの転移 (Chikamatsu, 1996; Koda, 1989; Mori, 1998) の面から見ても興味深い。\n 従って、本研究ではアメリカで日本語を学ぶ初級学習者を、ローマ字以外の文字を母語として既習したグループ(非ローマ字グループ)とそうでないグループ(ローマ字グループ)に分け、次の二つの仮説を立てた。\n 仮説1: 両グループ共に、連想法の短期的学習効果は見られない。\n 仮説2: ローマ字グループのみに、連想法の長期的学習効果が見られる。\n 本研究では、この二つの仮説を考査するにあたり、下記の四つのひらがな教授法を用い、各々の短期、及び長期的学習効果を調べた。\n 教授法1: 絵と音(英語のキーワード)の連合された連想法\n 教授法2: 絵だけの連想法\n 教授法3: 音だけの連想法\n 教授法4: フラッシュカード\n結果は次の通りである。\n 結果1: 仮説1、 2共に半分しか肯定されなかった。則ち、ローマ字グループに短期的効果が現れ、長期的効果は両グループ共に認められなかった。\n 結果2: ローマ字グループに、 「さ行」と 「た行」において強い短期的効果と弱い長期的効果が見られた。\n 本稿では、まず結果1をカッケンブッシュ等の研究と比較し、母語からの文字認知のストラテジーの転移を観点とし、考察する。次に結果2に現れた「さ行」と「た行」における教授法1の影響を他の三つの教授法の影響と個別比較することにより、絵と音の連合性がもたらす効果を検討し、より効果的な連想法へと導く今後の研究課題を提起する。","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_3_description_11":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"This paper reports a study which investigated the short-term and long-term effects of picture and sound mnemonics on remembering hiragana by learners of Japanese as a foreign language (FL). The study tested two hypotheses. One was that FL learners of Japanese, with or without prior experience in learning non-Roman scripts as their L1, would not benefit from the picture-plus-sound mnemonics on the immediate recall test. The other was that those learners without such experience (the Roman group) would benefit from these mnemonics on the delayed recall test while those learners with such experience (the non-Roman group) would not benefit.\n In this study, 66 beginning learners of Japanese at an American university participated in four computer-generated tutorial sessions of 40 hiragana. In each session, one of the four sets of ten hiragana was introduced in one of the four teaching methods:(a) picture and sound mnemonics (P + S), (b) picture mnemonics (P), (c) sound mnemonics (S), and (d) flash cards (F). Each session consisted of (a) a learning phase, (b) a review phase, and (c) a self-test phase.\n Each session was followed immediately by an oral interview and by recall tests two to\n five days later.\n The analyses of valid data from 50 participants on the self-test half supported the first hypothesis; the P + S method was effective only for the Roman group. The analyses of valid data from 45 participants on the delayed recall test also half supported the second hypothesis; the P + S method was not effective for either group. The results from both tests are discussed in relation to a previous study (Quackenbush, Nakajo, Nagatomo, and Tawada, 1989) and transfer of L1 script recognition strategies (Chikamatsu, 1996; Koda, 1989; Mori, 1998). In addition, an observation is made as to why the P + S method was effective, and future studies are suggested.","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_3_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"2","subitem_description_type":"Other"}]},"item_3_description_16":{"attribute_name":"アクセション番号","attribute_value_mlt":[{"subitem_description":"KJ00000676897","subitem_description_type":"Other"}]},"item_3_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.20649/00000331","subitem_identifier_reg_type":"JaLC"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN10390791","subitem_source_identifier_type":"NCID"}]},"item_3_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"09172920","subitem_source_identifier_type":"ISSN"}]},"item_3_text_6":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_language":"ja","subitem_text_value":"カリフォルニア州立大学ロサンゼルス校"}]},"item_3_text_7":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"California State University, Los Angeles"}]},"item_3_title_3":{"attribute_name":"論文名よみ","attribute_value_mlt":[{"subitem_title":"ヒラガナ ドウニュウジ ノ レンソウホウ ガ オヨボス タンキ チョウキテキ ガクシュウ コウカ","subitem_title_language":"ja-Kana"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"松永, 幸子","creatorNameLang":"ja"},{"creatorName":"マツナガ, サチコ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"MATSUNAGA, Sachiko","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-06-28"}],"displaytype":"detail","filename":"Sekai13_matsunaga.pdf","filesize":[{"value":"343.8 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"Sekai13_matsunaga","url":"https://jpf.repo.nii.ac.jp/record/337/files/Sekai13_matsunaga.pdf"},"version_id":"f88e576d-14f4-4b58-bc08-f4c94526e43c"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"ひらがな導入時の連想法が及ぼす短期・長期的学習効果","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"ひらがな導入時の連想法が及ぼす短期・長期的学習効果","subitem_title_language":"ja"},{"subitem_title":"Effects of Mnemonics on Immediate and Delayed Recalls of Hiragana by Learners of Japanese as a Foreign Language","subitem_title_language":"en"}]},"item_type_id":"3","owner":"23","path":["32"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-01-10"},"publish_date":"2017-01-10","publish_status":"0","recid":"337","relation_version_is_last":true,"title":["ひらがな導入時の連想法が及ぼす短期・長期的学習効果"],"weko_creator_id":"23","weko_shared_id":-1},"updated":"2023-07-18T08:30:48.502677+00:00"}