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Building and examining threshold hypothesis: Effects of large amount of input on language acquisition

Research Project

Project/Area Number 15K02688
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeMulti-year Fund
Section一般
Research Field Foreign language education
Research InstitutionPrefectural University of Kumamoto

Principal Investigator

Yoshii Makoto  熊本県立大学, 文学部, 教授 (70240231)

Project Period (FY) 2015-04-01 – 2018-03-31
Project Status Completed (Fiscal Year 2017)
Budget Amount *help
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2017: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2016: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Keywords多読 / 第二言語習得 / インプット / 閾値 / 長期的研究 / 英語教育
Outline of Final Research Achievements

This study investigated whether or not threshold exists for language learning. Threshold means that there might be a certain minimum amount of input learners need in order to gain noticeable growth. This research focused on large amount of input learners receive from extensive reading and how such input bring about the obvious growth. The literature review on extensive reading studies showed at least 100,000 to 500,000 words to see the clear change in reading, listening, grammar, and vocabulary. In this research projects, we examined learners receiving at least 100,000 to 200,000 words of input. The learners made the noticeable change. We also examined the change in spelling knowledge. The results showed that large amount of input helped learners gain spelling knowledge.

Report

(4 results)
  • 2017 Annual Research Report   Final Research Report ( PDF )
  • 2016 Research-status Report
  • 2015 Research-status Report
  • Research Products

    (9 results)

All 2018 2017 2016

All Journal Article (4 results) (of which Peer Reviewed: 4 results,  Open Access: 2 results,  Acknowledgement Compliant: 2 results) Presentation (5 results) (of which Int'l Joint Research: 2 results)

  • [Journal Article] Can Japanese university students learn about spelling through extensive reading?2018

    • Author(s)
      Makoto Yoshii & Joseph Tomei
    • Journal Title

      熊本県立大学文学部紀要

      Volume: 77 Pages: 63-74

    • NAID

      120006496379

    • Related Report
      2017 Annual Research Report
    • Peer Reviewed
  • [Journal Article] A new extensive reading and listening class: How effective is it?2017

    • Author(s)
      Makoto Yoshii & Richard S. Lavin
    • Journal Title

      九州英語教育学会紀要

      Volume: 45 Pages: 29-38

    • Related Report
      2017 Annual Research Report
    • Peer Reviewed
  • [Journal Article] 多量のインプットが英語学習にもたらす効果:多読多聴クラスにおける学習者の変化について2017

    • Author(s)
      吉井 誠
    • Journal Title

      熊本県立大学 文学部紀要

      Volume: 23 Pages: 59-71

    • NAID

      120006496387

    • Related Report
      2016 Research-status Report
    • Peer Reviewed / Open Access / Acknowledgement Compliant
  • [Journal Article] 多読の効果と読書量との関係に関する一考察2016

    • Author(s)
      吉井 誠
    • Journal Title

      熊本県立大学文学部紀要

      Volume: 22 Pages: 65-76

    • NAID

      120006496370

    • Related Report
      2015 Research-status Report
    • Peer Reviewed / Open Access / Acknowledgement Compliant
  • [Presentation] Can learners pick up spelling knowledge through extensive reading?2018

    • Author(s)
      Makoto Yoshii
    • Organizer
      Lexical Studies Conference 2018 Swasea & Cardiff University
    • Related Report
      2017 Annual Research Report
    • Int'l Joint Research
  • [Presentation] 多読によるスペリング知識の変化に関する研究2017

    • Author(s)
      吉井 誠 & 高波幸代
    • Organizer
      第43回全国英語教育学会島根研究大会
    • Related Report
      2017 Annual Research Report
  • [Presentation] A new extensive reading and listening class: How effective is it?2016

    • Author(s)
      Makoto Yoshii & Richard Lavin
    • Organizer
      第45回九州英語教育学会 福岡研究大会
    • Place of Presentation
      福岡工業大学
    • Year and Date
      2016-12-10
    • Related Report
      2016 Research-status Report
  • [Presentation] Can Japanese university students learn about spelling through extensive reading?2016

    • Author(s)
      Makoto Yoshii & Joe Tomei
    • Organizer
      Vocabulary@Tokyo, JALT Vocabulary SIG
    • Place of Presentation
      明治学院大学
    • Year and Date
      2016-09-13
    • Related Report
      2016 Research-status Report
    • Int'l Joint Research
  • [Presentation] 多量のインプットが英語学習にもたらす効果の一考察~多読多聴のクラスにおける 学習者の変化について2016

    • Author(s)
      吉井 誠
    • Organizer
      第42回全国英語教育学会埼玉研究大会
    • Place of Presentation
      獨協大学
    • Year and Date
      2016-08-19
    • Related Report
      2016 Research-status Report

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Published: 2015-04-16   Modified: 2019-03-29  

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