| Project/Area Number |
19K13256
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Hirosaki University |
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Principal Investigator |
BIRDSELL Brian 弘前大学, 教育推進機構, 准教授 (40646296)
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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 |
¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2022: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2020: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | embodied learning / enactment / phrasal verbs / vocabulary learning / embodied cognition / movement / memory / Phrasal verbs / Foreign language / Embodied learning / Movement / Exercise / cognitive linguistics / EFL / dual-coding / ELT / Cognitive linguistics / Embodied cognition |
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| Outline of Research at the Start |
The outline of the research is to examine the following two key points:
(1)To better understand what a Cognitive Linguistic approach to teaching a foreign language might entail. This includes a usage-based account of language acquisition, the importance of metaphor in constructing abstract knowledge, and the close coupling of sensorimotor systems and language.
(2)How to apply these theories in a practical way to the teaching phrasal verbs and to test if there is any advantage to using a Cognitive Linguistic approach, compared with traditional models of language instruction.
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| Outline of Final Research Achievements |
Embodied cognition has had a major impact in the fields of cognitive linguistics and education. It argues that cognition, including language comprehension, is grounded in the sensorimotor systems. Thus, learning language coupled with the action (i.e., gesture, enactment) has the potential to enhance the learning outcomes. Using a quasi-experimental design, this research project showed that when students learned English phrasal verbs accompanied by viewing others enact the meaning of them statistically outperformed students who learned them with L1 (Japanese) support. A second study was based on theories that show how physical movement (i.e., a simple bout of exercise) before a memory task facilities memory retention. Using a within-subjects design, this research project showed that walking before learning a set of English phrasal verbs improved the learning of them, compared to sitting and reading before learning them, for long-term memory, but not for short-term memory.
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| Academic Significance and Societal Importance of the Research Achievements |
この研究の学術的意義は、言語理解と身体的な動きの間に関連性があることを示す証拠を提供したことです。また、体を動かすことは身体の健康を増進するだけでなく、気分や記憶力を向上させる可能性があることを示している。
この研究の社会的意義は、学習者が座って座りっぱなしでいるときに学習するのが最適であるという仮定に挑戦している。むしろ、本研究の結果は、英語語彙の学習におけるジェスチャーの重要性を指摘し、学習前の動作が学習に最適な状態を作り出すことを示唆している。 要するに、学習前に身体を動かす機会を増やすことが重要であり、外国語の教室でより多くのジェスチャーを用いて、学習を最適化することが必要である。
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