| Project/Area Number |
18K00844
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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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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Daito Bunka University |
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Principal Investigator |
TAGUCHI Etsuo 大東文化大学, 外国語学部, 教授 (60255974)
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| Co-Investigator(Kenkyū-buntansha) |
戸田 博人 明治大学, 研究・知財戦略機構(和泉), 研究推進員 (80644393)
川口 淑子 帝京大学, 理工学部, 准教授 (50410775)
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| Project Period (FY) |
2018-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2020: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2018: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | reading fluency / repeated reading / extensive reading / reading rate / reading comprehension / scaffolding / L2 reading / assisted reading / 読みの流暢さ / Assisted Reading / Repeated Reading / Extensive Reading / autonomous learner |
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| Outline of Final Research Achievements |
In reading research in a second language (L2), the critical role of lower-identification skills such as word recognition and basic parsing has increasingly been emphasized, and accordingly, fluency building approaches such as extensive reading and others have become popular in L2 reading classes. It has not been clear, however, how such fluency building approaches help L2 readers foster their reading ability, and consequently become independent L2 readers. This project has utilized a fluency building method called assisted repeated reading which is similar to extensive reading can complement the traditional intensive reading approach to serve the purpose.
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| Academic Significance and Societal Importance of the Research Achievements |
多読に代表される流暢さを育成する教授法が普及しつつある (Day, 2015; Nakanishi, 2015)が,多読により読み能力がどのように発達するのかは必ずしも明らかではない。多読の導入に際し, 1)精読に慣れた学習者の多読の面白さの発見, 2)多読の取り組みの評価, 2)必要な支援の提供という課題がある。多読が普及する反面,効果的に取り組めない学習者は少なくないという報告(Taguchi, 2017)もある。研究代表者は,オンラインプログラムをIT企業の支援を受け開発し,コンテンツ拡充を進め,多くのL2によるリーディングの研究者や学習者にコンテンツを届ける本プロジェクトを進めている。
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