| Project/Area Number |
18K00862
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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 | Otani University (2019-2023)
Nara National College of Technology (2018) |
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Principal Investigator |
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| Project Period (FY) |
2018-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2018: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 英語教授法 / スピーキング / 繰り返し学習 / タスクベース学習 / インプット条件 / 学習者の気づき / TBLT / 英語教育 / 外国語学習 / 外国語習得 / タスク学習 / インプット / 第2言語習得 / 学習者の気付き / 言語習得 |
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| Outline of Final Research Achievements |
The current study revealed that when Japanese university students performed a story retelling task under the condition of “accumulative task repetition,” the students who received textual input tended to self-correct their speech output through the process of referring to model texts, whereas the students who were given pictorial input appeared to produce complex utterances and to correct their grammatical errors due to noticing linguistic features in their oral output whilst formulating utterances.
The approach of accumulative presentation of input appears to help learners engage in a speaking task more easily. Repetition of the oral output based on provided input task leads to distinctive improvement in speech due to the priming effect. These two conditions - input and task repetition - can be useful for teachers and researchers in developing speaking tasks that help learners improve their speaking skills.
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| Academic Significance and Societal Importance of the Research Achievements |
「繰り返し学習」による第二言語習得に関する研究は、期間をあけて繰り返す条件や瞬時に繰り返す条件で調査されてきた。本研究では、後者の条件に加え「積み上げ式」学習方法をタスク・デザインに取り入れ、学習者のタスク活動時の認知負荷量を軽減する工夫を図った。さらに「積み上げ式繰り返し学習」によるスピーキング・タスクは、学習者のインプットやアウトプットに対する気づきを促し、発話向上につながる。本研究成果は、「積み上げ式」による繰り返し学習が新たな実践的指導方法として有用なだけでなく、学習者の意欲と発話力の向上を促すスピーキング活動の提案につながる点において意義がある。
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