@article{oai:kanagawa-u.repo.nii.ac.jp:00006388,
 author = {木村, 祐子 and Kimura, Yuko and 北村, 尚子 and Kitamura, Naoko and 富谷, 玲子 and Tomiya, Reiko},
 journal = {神奈川大学言語研究},
 month = {Mar},
 note = {The authors define the term kanji capability as the ability to understand the usage of kanji in addition to their shapes, sounds and meanings, and to practically use them as items of vocabulary. In this study, empirical research was conducted in an actual class aimed at teaching students kanji as vocabulary -a process considered difficult based on self-learning alone. In classes, illustrations showing kanji studied on the course were repeatedly displayed to promote learning of their shapes as well as their readings, meanings and usage as vocabulary. Microsoft PowerPoint (PPT) was used to enhance student comprehension and visual learning. The PPT materials were designed to increase the frequency of repetition not only by re-displaying previously learned kanji but also by pre-introducing new vocabulary to be covered in future classes. In this study, analysis focused on the learning of kanji shapes as well as their readings and meanings as elements of vocabulary. 　The analysis revealed a moderate correlation between the number of kanji vocabulary items presented in illustrations and the quality of end-of-term exam results for reading, but a low correlation for writing. This illustrates a certain level of effectiveness in learning kanji readings and meanings in addition to their shapes based on repeated display of illustrations., Article},
 pages = {73--94},
 title = {「繰り返し」による漢字語彙の定着に －PowerPointを活用した初中級授業の分析－},
 volume = {34},
 year = {2012}
}