| Project/Area Number |
20K00834
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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 |
Fraser Simon 広島大学, 外国語教育研究センター, 教授 (10403510)
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| Co-Investigator(Kenkyū-buntansha) |
CLENTON JONATHAN 広島大学, 人間社会科学研究科(総), 准教授 (80762434)
CLINGWALL DION 県立広島大学, 公私立大学の部局等(庄原キャンパス), 准教授 (80737669)
TANABE JULIA 広島大学, 外国語教育研究センター, 助教 (90868233)
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2022: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2021: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2020: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
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| Keywords | Writing / Vocabulary knowledge / Lexical diversity / Vocabulary tasks / IELTS / writing / vocabulary knowledge / lexical diversity / written proficiency / embeddedness / productive vocabulary / short-term study / intervention study / vocabulary measures |
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| Outline of Research at the Start |
The research will start with a cross-sectional study in which we take a snapshot of a participant group at a single point in their academic trajectory. This will be followed with an intervention (longitudinal) experiment evaluating the extent to which specific vocabulary impacts upon the objective and subjective scoring of participant writing tasks at two different time points in their academic trajectory. We then investigate the extent to which such relationships and their trajectories map across different vocabulary, writing, and ultimately second language learning proficiencies.
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| Outline of Final Research Achievements |
Our research provides important insights into the impact of vocabulary knowledge on L2 writing. The study included four experiments (three cross-sectional and one longitudinal) and employed a variety of vocabulary tasks. The findings shed light on three main areas of vocabulary knowledge assessment: (1) the extent to which vocabulary knowledge scores can forecast vocabulary usage in writing tasks among participants with varying proficiency levels; (2) how these scores can differentiate participant writing scores; and (3) the relationship between vocabulary knowledge scores and written output in tracking vocabulary acquisition.
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| Academic Significance and Societal Importance of the Research Achievements |
The results of our study emphasize the dynamic relationship between vocabulary knowledge and written production. The implications of the findings, which are significant for L2 writing instruction and vocabulary knowledge assessment, provide a strong foundation for future research.
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