@article{oai:dwcla.repo.nii.ac.jp:00000636,
 author = {三根, 浩 and 枝澤, 康代 and 吉村, 満知子 and 今井, 由美子 and 布施, 邦子 and 平岩, 葉子 and MINE, Hiroshi and EDASAWA, Yasuyo and YOSHIMURA, Machiko and IMAI, Yumiko and FUSE, Kuniko and HIRAIWA, Yoko},
 journal = {総合文化研究所紀要, Bulletin of The Institute for Interdisciplinary Studies of Culture Doshisha Women's College of Liberal Arts},
 month = {Mar},
 note = {application/pdf, AN10052143-20060331-59, Vocabulary is always a crucial concern for EFL teachers, and much research on EFL learners' vocabulary knowledge has been done, especially in reading. There are, however, few empirical studies on the relationship between listening ability and vocabulary. Listening is considered to be more difficult than reading not only because learners have limited control over the rate of input, but also because spoken language does not have clear word boundaries. It is important to examine what language learning strategies are helpful to increase Japanese EFL learners' vocabulary so as to improve listening ability effectively. This research investigates how Japanese EFL learners' listening ability relates to their vocabulary and what strategies Japanese EFL learners use for listening and vocabulary learning. We administered a questionnaire about language learning strategies, and the Vocabulary Levels Test Version 2 (VLT), Vocabulary Size Test (VST), TOEIC, and CELT to 142 female college students majoring in English.
　Our findings indicate that learners' listening ability and vocabulary knowledge are related; that is, vocabulary teaching is essential for improving learners' listening ability. Further, we found that the ALC NetAcademy (a self-studying system) is effective for learners to improve their listening skill. The results of Factor Analysis of the questionnaire suggest that: the direct 'compensation' strategy relates to the academic word learning; the direct 'memory' strategy is ineffective in helping advanced learners to increase their vocabulary; trying to comprehend words by putting English into Japanese is ineffective; and phonetic and phonological instruction should be given in listening practice., 論文 (Article)},
 pages = {59--69},
 title = {リスニングにおける語彙サイズと学習方略},
 volume = {23},
 year = {2006},
 yomi = {ミネ, ヒロシ and エダサワ, ヤスヨ and ヨシムラ, マチコ and イマイ, ユミコ and フセ, クニコ and ヒライワ, ヨウコ}
}