意味ネットワークに基づく日本語多義語教育の実践とその評価

This study investigates effective methods for teaching Japanese polysemy and evaluates a semantic network-based approach grounded in cognitive linguistics. Traditional vocabulary instruction has relied on rote memorization, rarely addressing the systematic structure of polysemous words. While earlier studies highlighted the importance of vocabulary teaching, few have applied cognitive frameworks in actual classrooms. Focusing on the adjective ‘amai’, this study designed a lesson incorporating prototype theory, metaphor, and metonymy. Twenty-two second-year students at a two-year college participated in four stages: (1) identifying the prototypical meaning, (2) introducing metaphorical extension, (3) constructing semantic networks, and (4) applying them in real contexts. Learners classified usage examples and compared them with a teacher-provided semantic network diagram, fostering structural understanding of semantic extensions. Survey results showed that most learners found the network-based method more effective than rote memorization in comprehension, memory, interest, and confidence, though some noted higher cognitive load. These findings suggest that gradual introduction and supportive materials are needed. This study demonstrates the pedagogical potential of cognitive semantics for Japanese vocabulary instruction and proposes a new approach to polysemy teaching, with future research extending to other word classes and long-term effects.