| 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 |
Granted (Fiscal Year 2022)
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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 / productive vocabulary / lexical diversity / short-term study / IELTS / intervention study / vocabulary knowledge / 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 Annual Research Achievements |
During the past year, our key research involved an investigation into whether productive vocabulary knowledge tasks and writing tasks potentially track changes in vocabulary knowledge development over a short-term (12 week) period of study. We wanted to know the extent to which productive vocabulary knowledge task scores and lexical diversity measure scores explain changes over a short study period, and to what extent the scores relate over this short period.
Our results show that all LD measures and one productive vocabulary knowledge task (G_Lex) appear to track vocabulary knowledge growth for our L1 Japanese participants. Correlations show that productive vocabulary knowledge tasks can predict writing levels, but for the pre-test only. For the lexical diversity measure scores, the significant differences between the pre-test and post-test indicate that these measures can, to some extent, show vocabulary increases (assuming greater diversity shows vocabulary usage). Regarding the relation between productive vocabulary knowledge task scores and lexical diversity scores over a short study period, we found that PVK can only predict vocabulary in use at the pre-test, and not the post-test.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
Because of various problems resulting from the Covid-19 pandemic, including the difficulty in attending international conferences, progress has been somewhat delayed, and we have decided to extend the project for a further year.
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| Strategy for Future Research Activity |
In the final year, we plan to present our work at international conferences, including Vocab@Vic in Wellington, New Zealand, and to write up our findings for publication in international journals. We are currently working on a paper submitted to Bilingualism: Language and Cognition, which documents a study investigating the extent to which embedded vocabulary knowledge measures relate to assessed levels of writing. We found that all vocabulary knowledge indicators could predict written proficiency, although the more embedded they were, the more accurate the prediction.
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