| Project/Area Number |
19K00846
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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 | Niigata University |
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Principal Investigator |
G.S Hadley 新潟大学, 人文社会科学系, 教授 (70311008)
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| Co-Investigator(Kenkyū-buntansha) |
ハドリー 浩美 新潟大学, 教育・学生支援機構, 准教授 (60534732)
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| Project Period (FY) |
2019-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2019: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | Extensive Reading / Grounded Theory / Second Language Learning / Language Learning / Corpus Linguistics |
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| Outline of Research at the Start |
This research project seeks to uncover the key learner strategies that lead to success in Extensive Reading, and to create useful resources that will make these strategies accessible to all. Through published books, articles, lesson plans, and training seminars, we will empower teachers to enable more English language students in Japan to become better readers, better language learners, and better communicators. This is the first documented attempt to create an innovative and generalizable theoretical framework for improving the efficacy of Extensive Reading.
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| Outline of Annual Research Achievements |
We made progress in refining our grounded theory of avidization in extensive reading. We have identified three main processes that take place within the trajectory of ER avidization that we have labeled as infograzing, story-hunting and book-mining. One more process that subverts avidization is that of data-grinding. We have identified strategies, trajectories, and implications for second language Extensive Reading Classes. Our presentations at at Kanazawa University and the University of London was a success, and we have begun publishing our theory internationally. This represents progress in our research and a contribution to the academic community's understanding of extensive reading practices.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
We have successfully navigated past the challenges that previously hindered our research during the time of COVID-19. We are now able to meet with research informants and have effectively developed our grounded theory to encompass the social processes, problems, and contingencies experienced by students in extensive reading classes. This advancement has also enabled us to extend our research beyond the Japanese context, establishing comparative groups in other countries. As we begin to explore the social processes of Extensive Reading teachers, we are planning to disseminate our findings both in Japan and internationally as this year progresses.
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| Strategy for Future Research Activity |
As discussed above, We anticipate the opportunity to expand our theory by investigating the essential processes, problems, and issues faced by language teachers, which are crucial for the success of Extensive Reading in Second Language Learning. We plan first to learn whether language teachers also engage in the same sorts of social processes (i.e. infograzing, story-hunting, book-mining, or data-grinding) as this affects language learners and further refines our theoretical framework. On research trips, we will develop contacts with educators, setting the stage for this exploration. This will enrich our current research and prepare the foundation for further study during subsequent grant periods.
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