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  1. 広島大学の刊行物
  2. 広島外国語教育研究
  3. 15号

日本の初修外国語教育におけるドイツ語基礎語彙へのアプローチ

https://doi.org/10.15027/32293
https://doi.org/10.15027/32293
687c24c7-8eec-4341-8a44-e694a04807aa
名前 / ファイル ライセンス アクション
h-gaikokugokenkyu_15_21.pdf h-gaikokugokenkyu_15_21.pdf (806.1 KB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル 日本の初修外国語教育におけるドイツ語基礎語彙へのアプローチ
言語 ja
タイトル
タイトル Approaches for Building Up a Basic German Vocabulary List in German Education in Japanese Universities
言語 en
作成者 岩崎, 克己

× 岩崎, 克己

ja 岩崎, 克己

en Iwasaki, Katsumi

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
権利情報
権利情報 Copyright (c) 2012 広島大学外国語教育研究センター
主題
主題Scheme NDC
主題 370
内容記述
内容記述 This paper consists of six sections. In Sections 1, 2, and 3, we discuss two representative approaches for building up a basic German vocabulary list useable in German education in Japanese universities. The first is a communicative approach, where words are selected according to their pragmatic importance in communicative situations, and the other is a frequency approach, where words are selected according to their frequency order in some representative German corpora. Because of its scientifically strict selection procedure, the frequency approach is apparently more reliable, but in truth it functions only if the vocabulary size to be made is large enough. If the vocabulary size, however, remains smaller than 1,000 words, which is usual in German education in Japan, where teaching beginner-level learners plays a main role, it contains mainly function words and verbs but it lacks most of the nouns needed for everyday situations. Therefore, educators must also adopt the communicative approach, even if they start originally from a frequency approach. On the other hand, the communicative approach, based only on the judgment of one or a few experts with wide experience, lacks the verification criteria in selection procedures. Therefore, a project must undergo the empirical check from the viewpoint of frequency approaches. In Section 4, the ranges of vocabulary such as self-introductions, descriptions of personal belongings, and reports on student life were set from the curricular viewpoint for beginner-level learners in Japanese universities. And, in such concretely-defined situations, some representative words to be learnt are selected and checked to see if they are contained in the high frequency words of Tschirner (2008), a basic German vocabulary list made by a Herder/BY-Korpus, a medium sized balanced corpus in the German language area (4.2 millions words). This comparison showed how catastrophic it would be when the 1,000 highest-frequency words of a so-called balanced corpus are to be identified as the basic German vocabulary list for beginner-level learners in Japan. In sections 5 and 6, on the basis of four small inquiries conducted by the author for showing productive abilities in writing nouns and verbs, and for showing receptive abilities in reading adjectives/adverbs and nouns, respectively, it was found that the approach proposed in Section 4 could also contribute to effective vocabulary learning.
言語 en
出版者
出版者 広島大学外国語教育研究センター
言語
言語 jpn
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.15027/32293
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1347-0892
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA11424332
開始ページ
開始ページ 21
書誌情報 広島外国語教育研究
Hiroshima Studies in Language and Language Education

号 15, p. 21-48, 発行日 2012-03-01
旧ID 32293
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