| Project/Area Number |
17K03004
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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 |
Foreign language education
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| Research Institution | The University of Tokyo |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
MCEOWN KRISTOPHE 早稲田大学, 理工学術院, 准教授(任期付) (00794306)
片山 晶子 東京大学, 教養学部, 特任講師 (10622805)
MANINANG JOHN 東京大学, 教養学部, 特任講師 (40777843)
ローランド ダグラス 早稲田大学, 理工学術院, 准教授(任期付) (60749290)
野沢 恵美子 中央大学, 法学部, 准教授 (70755777)
HALLMAN CANDLER 東京大学, 教養学部, 特任講師 (70761435)
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| Project Period (FY) |
2017-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2019: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2018: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2017: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | education / motivation / learner corpus / academic writing / corpus analysis / focus groups / teacher characteristics / Education / Motivation / Learner corpus / Corpus analysis / Focus group / Teacher characteristics / Academic writing / Teacher Characteristics / 外国語教育 |
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| Outline of Final Research Achievements |
For the past three years our aim was to gain insights into the impact a teacher’s academic background has on student motivation and learning outcomes in a 13-week academic writing course in an L2 context (ESP). We succeeded in writing and validating a questionnaire which assessed student motivation over the course of the semester, we established a framework for conductive qualitative analysis of teacher beliefs and how those influence classroom practices and we established and preliminarily analyzed a corpus of student papers. This learner corpus is unique because it is a collection of IMRD-style papers written by undergraduate students whose first language is Japanese.
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| Academic Significance and Societal Importance of the Research Achievements |
We studied whether teachers’ disciplinary backgrounds influence their teaching and student motivation. Our findings should enable English writing courses in Japan to move away from a one-size-fits-all approach, and to incorporate the characteristics of teachers into curriculum design.
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