@article{oai:sucra.repo.nii.ac.jp:00015134,
 author = {靜, 哲人},
 issue = {8},
 journal = {語学教育研究所紀要},
 month = {},
 note = {The aim of this study was to challenge empirically the commonly held generalization that, as a pre-reading activity, vocabulary pre-teaching is not as effective as inducing relevant schemata. One hundred and twelve Japanese high schoool students were divided into two groups to be engaged in two different pre-reading activities: one group studied a list of vocabulary and the other group wrote a composition in L1 by looking at a picture related to the reading text. The results of the post-reading comprehension test indicated that the vocabulary group significantly performed better than the schema group. The reasons why a result conflicting with previous research was obtained were explored and the implications of the findings for teaching are discussed., text, application/pdf},
 pages = {53--70},
 title = {Vocabulary Pre-teaching の効果に関する実証的研究－本当に役立たないのか－},
 year = {1994},
 yomi = {シズカ, テツヒト}
}