Reading Approaches with English-Japanese Dictionary: A Way to Improve Japanese High School Students' L2 Proficiency

URI http://cur-ren.cjc.ac.jp/metadata/111
フルテキストURL
タイトル
Reading Approaches with English-Japanese Dictionary: A Way to Improve Japanese High School Students' L2 Proficiency
著者
著者 橋内 幸子
著者(別表記) Hashiuchi Sachiko
著者 奥 田枝子
著者(別表記) Oku Taeko
抄録

Interface processors within working memory (WM) determine high school students' second language (L2) of English proficiency. Within WM, complex second language structures of English are parsed efficiently and correctly by the interfacing of English homogenous lexical items. Improving learners' English proficiency requires restructuring the features of linguistic cues to Englishoriented interface processors by connecting existing Japanese-oriented interface processors. This interfacing promotion demands English linguistic cues (the word order and morphological agreement cues) as a means of stimulating the most effective and efficient linguistic cues in WM that initiate the adaptation of Japanese-oriented cues' (case markings and animacy) processing into English-oriented cue awareness. In facing complex English sentences, not a few high school students cannot help consulting English Japanese dictionary in order to supplement some shortage of L2 English linguistic cues by adapting Ll Japanese-oriented cues for L2 English linguistic processing. Because interface processors within WM control the degree to which homogenous lexical items can interface and integrate the pragmatic~ semantic, and syntax knowledge that L2learners have, the most effective and efficient way to acquire L2 proficiency is to activate these three components together through reading. Reading approaches with English-Japanese dictionary is a way to access huge amounts of information that activates these three components. For not a few Japanese high school students, reading approaches with consulting EnglishJapanese dictionary within the functional approaches is one of the most effective and efficient ways of producing an integrated relationship between semantics, syntax, and pragmatics by means of interfacing homogeneous lexical items within WM. As a result, they can catch up with their English class' progressing stages without lagging far behind.

主題
830 英語
370 教育
キーワード
the L2 linguistic proficiency
high school students
English linguistic cues
interface processors
English-Japanese dictionary
発行日
2004
出版物タイトル
Chugokugakuen journal
3
開始ページ
17
終了ページ
23
ISSN
1348-1452
NCID
AA11806612
出版者
中国学園大学/中国短期大学
著作権者
中国学園大学/中国短期大学
オフィシャルURL
資料タイプ
紀要論文
言語
英語
論文のバージョン
publisher