多感覚アプローチによる分詞構文学習の効果 : ブロックを使っての学習

Effect of Multisensory Approach on Learning Participial Construction: Learning with Blocks

近山 和広

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study examined whether using several sensors could help students to memorize the rules for participial construction eff ectively. Previous studies have shown that multisensory learning is an eff ective approach because several sensory systems are used together. Although numerous studies have explored reading or writing skills, few have examined grammar lessons using multisensory learning. In addition, learning methods for participial construction are rarely studied. The present study used wooden blocks that may help learners activate their senses. Forty-five Japanese first-year university students participated in the study and were divided into two groups: a group using wooden blocks (the experimental group) and a group using a handout based on a textbook as the source material (the regular approach group). All participants received a lesson using each material according to their group. The data from three tests were collected: 1) pretest, 2) posttest, and 3) delayed test. The score of the delayed test in the experiment group was higher than that of the regular approach group. The test analysis revealed that using a multisensory approach is effective in the participants retaining the memory of what they had learned.

participial construction

multisensory approach

wooden blocks

分詞構文

多感覚アプローチ

木製ブロック

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725