@article{oai:nagoya-wu.repo.nii.ac.jp:00004379,
 author = {江口, 朗子},
 issue = {67},
 journal = {名古屋女子大学紀要. 家政・自然編, 人文・社会編, Journal of Nagoya women's University},
 month = {Mar},
 note = {40022522523, This article reports an empirical study that investigated（1） English receptive vocabulary
size in Japanese public elementary school students and（2） the effectiveness of intentional
learning of vocabulary in classroom practices. For foreign language learners, vocabulary
knowledge is an essential component to improve communicative competence. In response
to the designation of English as a formal subject for fifth-and-sixth graders in Japan
by the Ministry of Education, Culture, Sports, Science, and Technology in April 2020, a
guideline was provided stating that 600－700 English words should be learned through
communication-oriented activities. In order to establish clear learning goals, it is necessary
to grasp the learners’ current status. In this study, a total of 158 fourth- and fifth-graders
performed an aural English receptive vocabulary test, with results showing that the average
vocabulary size of fifth-graders（M = 522.78, range: 300－780） was larger than that of
fourth-graders（M = 383.02, range: 140－760）. Further, a linear mixed-effects model analysis
showed that the implementation of intentional learning, along with grades（i.e., fourth vs.
fifth） and loanwords vs. non-loanwords, had a significant impact on vocabulary acquisition.
Some words, however, were not easily acquired in classroom practices, presumably because
of homophonous difficulty or low-frequency of exposure.},
 pages = {205--216},
 title = {小学生の英語受容語彙サイズ : 外国語活動・外国語科における意図的学習の有効性},
 year = {2021}
}