Interactions between language learner emotion, feeling and identity
| Project/Area Number |
19K13258
|
|---|
| Research Category |
Grant-in-Aid for Early-Career Scientists
|
| Allocation Type | Multi-year Fund |
|---|
| Review Section |
Basic Section 02100:Foreign language education-related
|
|---|
| Research Institution | Rikkyo University (2020-2022)
Gunma University (2019) |
|---|
Principal Investigator |
SAMPSON RICHARD 立教大学, 外国語教育研究センター, 准教授 (50585320)
|
|---|
| Project Period (FY) |
2019-04-01 – 2023-03-31
|
| Project Status |
Completed (Fiscal Year 2022)
|
| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2019: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
|
|---|
| Keywords | L+ Learning / Emotions / Feelings / Identity / Complexity Thinking / Humanistic Education / Practitioner Research / Language learning / Complexity thinking / Humanistic education / Case study / Complexity theory / Discursive psychology / Action research / Second language learning / Complex systems theory |
|---|
| Outline of Research at the Start |
In order to gain a deeper understanding of second language (L2) learners' classroom experiences and psychologies, this project will explore how specially developed activities encourage interactions between participants’ identities as L2 learners, other identities, and emotions and feelings.
|
| Outline of Final Research Achievements |
This research aimed to develop a more nuanced and contextualized understanding of the additional language (L+) emotions of Japanese undergraduates studying in English as a Foreign Language lessons. The project used a practitioner research approach to uncover how general classroom life, as well as activities specifically founded in Humanistic education, connected with L+ emotions and identities. The main outcomes were insights to: (1) Interactions between learners’ individual psychologies and their interactions in social context in the emergence of L+ emotions; (2) A new research method that gathered discursive and introspective data; (3) The embodied nature of L+ emotions; (4) The degree and diversity of emotions in L+ classroom learning; (5) The use of Humanistic activities to assisting emotional connections; (6) The use of action research; (7) The use of complexity perspectives, in particular the idea of timescales in developmental processes; (8) The support of emotional literacy.
|
| Academic Significance and Societal Importance of the Research Achievements |
教育分野では、認知的な最終結果に焦点が当てられてきました。 そのような焦点は、学習の感情的な経験を無視することになります。この偏ったアプローチは、追加言語 (L+) 教育の分野でも明らかである。本研究は、学習者が経験する感情の多様性と、これらの感情が特定種類の活動とどのように関連しているかを具体化することにより、L + 感情の理解に大きく貢献することができました。さらに、学習者が L+ 学習者以外としてのアイデンティティを利用するコミュニケーションの相互作用を通じて感情がどのように発生するかについて調べることにより、この分野の研究を進めました。
|
Report
(5 results)
Research Products
(23 results)
