| Project/Area Number |
19K00878
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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 | Kyoto University of Education |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
Lake J 福岡女子大学, 国際文理学部, 講師 (60610235)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2022: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2020: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2019: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | vocabulary acquistion / deliberate learning / implicit knowldge / explicit knowledge / self-efficacy / explicit learning / monolingual / bilingual / grit / SLA / EFL vocabulary / postive psychology / response time research / idiom learning / memorization / response time / implicit knowledge / deliberate learing / idioms / paired associates / vocabulary acquisition / response time data / positve L2 self / Foreign Language / Vocabulary Learning / Positive Psychology |
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| Outline of Research at the Start |
This research will investigate the effectiveness of computer assisted paired-associate learning for developing English learners' memory of new vocabulary and their learning self-efficacy with regard to their English proficiency development, and learner self-efficacy.
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| Outline of Final Research Achievements |
This research was a collaborative investigation of vocabulary acquisition and learner self-efficacy. It aimed to investigate how deliberate paired associate flashcard learning affects learner motivation. The PI focused on measuring the effects of deliberate learning in response time experiments. This investigation of deliberate and contextual learning conditions resulted in discovering and validating a new priming paradigm for measuring implicit knowledge gains. In a second experiment, the PI compared the effects of bilingual and monolingual flashcard learning, reaping critical pedagogical implications for Japanese learners of English. Likewise, the Co-I validated the construct of grit as a key motivational element predicting English learning among Japanese students. The majority of research funds were used to pay participants and attend conferences. We are deeply grateful for support provided by JSPS, without which this research would not have been possible.
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| Academic Significance and Societal Importance of the Research Achievements |
この研究の社会的意義は、フラッシュカードを用いた英語学習の様々な側面を明らかにしたことにあります。最初の実験では、フラッシュカードを使ってイディオムを学習する方が、文脈を使って学習するよりも効果的であることが示されました。さらに、この実験により、イディオムの習得を測定するための新しいプライミング方法が発見され、検証されました。第2の実験では、バイリンガルとモノリンガルのフラッシュカード学習を比較し、初心者にとっては日本語の定義を用いて英語の用語を覚える方が良い（バイリンガル学習）が、より上級の学習者にとっては英語の定義を用いて英語の用語を学ぶ方が良い（モノリンガル学習）ことが分かりました。
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