| Project/Area Number |
15K04515
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo University of Science |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | Listening / mora-timed / SLA / education / phonological obstacles / comprehension / listening / stressed-timed / English / pedagogy / listening comprehension / syllable-timed |
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| Outline of Final Research Achievements |
The study elucidated the following. Student questionnaires and qualitative research suggests that there are in fact phonological obstacles that need to be overcome if students are to have success learning English. To add weight to this finding, empirical evidence is needed. However, data collection is somewhat problematic. To overcome this, my next step is to create a website where the aural comprehension of known words among speakers of various native languages can be compared. I suspect that speakers coming from syllable-timed and mora timed languages will score lower on the ability to comprehend known words than speakers coming from stress-timed languages. If this is proven to be true, it has enormous implications for what is being taught. It could suggest that more of a focus needs to be placed on helping students develop their listening skills.
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