| Project/Area Number |
19K00881
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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 | Hiroshima University |
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Principal Investigator |
CLENTON JONATHAN 広島大学, 人間社会科学研究科(総), 准教授 (80762434)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2021: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2020: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2019: ¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
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| Keywords | Vocabulary / multi-faceted / oral / ability / vocabulary / production / spoken / bilingual / assessment / fluency / research / task / use / productive vocabulary / speaking / development / multiple |
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| Outline of Research at the Start |
Over the three years, I plan to explore multi-faceted aspects of fluency based on recent fluency papers (e.g. De Jong 2012, 2013, 2015, 2019; Tavakoli, 2016) and to compare findings with recent advances in vocabulary research papers (e.g. Clenton et al, 2019; Fitzpatrick and Clenton 2010, 2017). The research takes the form of first piloting a study that compares fluency and vocabulary at intermediate learner levels, I then explore data based on recent approaches not exclusive to using second language corpora.
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| Outline of Final Research Achievements |
The research reported four findings: (i) based on comparisons of results with earlier studies (e.g. De Jong, 2013) relations between vocabulary knowledge and fluent speech ay to some extent be proficiency dependent. This can be followed up in future research designed to investigate the potential interaction between proficiency level and the relation between vocabulary knowledge and fluency; (ii)some degree of overlap exists between the productive vocabulary used in response to a productive vocabulary task as well as a speaking fluency task. This does not, however, suggest that this finding would be consistent across all proficiency levels. A series of studies of participants at different proficiency levels with the same tools employed in the current study might help shed some light on this finding; and, (iv) the responses in (delayed) picture naming might relate to vocabulary knowledge in terms of speed and automaticity of retrieval (i.e. in vocabulary skills).
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| Academic Significance and Societal Importance of the Research Achievements |
The research resulted in the culmination of an edited volume (vocabulary and the four skills) which served to demonstrate and support the multi-faceted construct view of vocabulary knowledge.
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