| Project/Area Number |
19K00846
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Review Section |
Basic Section 02100:Foreign language education-related
|
|---|
| Research Institution | Niigata University |
|---|
Principal Investigator |
G.S Hadley 新潟大学, 人文社会科学系, 教授 (70311008)
|
|---|
| 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)
|
|---|
| Project Period (FY) |
2019-04-01 – 2023-03-31
|
| Project Status |
Granted (Fiscal Year 2021)
|
| 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)
|
|---|
| Keywords | Extensive Reading / Grounded Theory / Second Language Learning / Language Learning / Corpus Linguistics |
|---|
| 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.
|
| Outline of Annual Research Achievements |
To date, we have been able to develop a basic grounded theory of social processes that students typically carry out within extensive reading. We have presented our findings and theory on a number of online conference events. We are in the process of developing the theory along the next line of investigation, that of the language teachers, as it seems clear that their experiences, beliefs, and practices as readers (both in their first and second languages) affect instruction within extensive reading language classes.
|
| Current Status of Research Progress |
Current Status of Research Progress
4: Progress in research has been delayed.
Reason
The COVID-19 pandemic has caused major disruptions in our plans to meet research informants and to develop our grounded theory to the level of including the social processes, problems, and contingencies of language teachers who are tasked with the running of extensive reading classes. Our hopes of further extending beyond the Japanese context in order to develop comparative groups in other countries with the hopes of further verifying and validating aspects of our theory have also been delayed, due to the difficulties, risks, time, and added expense of travel, either inside or outside of Japan.
|
| Strategy for Future Research Activity |
Because it is likely that travel and the development of contacts with educators, vital for the further expansion of this theory, will not be possible until sometime this year, we will continue to deepen and further extend the theory as it pertains to language learners, and make preparations to extend this theory later through making contacts which we hope can be studied and developed during another research grant period.
|
