| Project/Area Number |
21K00757
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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 | Kanazawa University |
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Principal Investigator |
Brown Dale 金沢大学, 外国語教育系, 准教授 (50781168)
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| Co-Investigator(Kenkyū-buntansha) |
D・G Coulson 立命館大学, 言語教育情報研究科, 教授 (50341988)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2023: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2022: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2021: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
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| Keywords | collocations / productive knowledge / English proficiency / second language learning |
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| Outline of Research at the Start |
Collocations, pairs of words that frequently co-occur, are common in language use and crucial for fluency and accuracy. However, using collocations (in speech or writing) is challenging for language learners due to their unpredictability. This project will employ a new measurement tool, LexCombi 2 to explore how productive knowledge of collocations develops as overall English proficiency develops. By providing a better understanding of how collocation knowledge develops, this project may in turn enable more effective facilitation of its development by teachers and teaching materials.
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| Outline of Final Research Achievements |
This project used a collocations test created by the first researcher to investigate Japanese English learners’ knowledge of collocations (e.g. heavy rain). Collocations are essential for successful language use, but how learners acquire them is as yet unclear. We conducted four studies involving high school and university learners. There were various conditions under which different groups of learners were tested: across school years, repeatedly over time, or before and after study abroad. The project’s main findings were that: (1) The ability to produce collocations develops very slowly. In some cases, no progress in productive collocation knowledge was seen. (2) Changes in the quality of the collocations learners produce take place before changes in the quantity of collocations they produce. (3) Learners with an interest in English show faster development in collocation knowledge. This suggests motivation for English may be important.
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| Academic Significance and Societal Importance of the Research Achievements |
研究者にとって、このプロジェクトで得られた知見は、第二言語学習者のコロケーション知識の発達に関する豊かな示唆を提供する。また、研究結果の解釈を模索する中で、さらなる研究の方向性についてもいくつかの示唆を与えている。教育者にとっては、このプロジェクトは、学習者のコロケーション知識の速やかな進歩を期待すべきではないこと、したがって、短期間での明確な進歩がないことを否定的にとらえるべきではないことを示唆している。同時に、このプロジェクトは、コロケーション知識の進歩は可能であることを示している。これからの課題は、この進歩をよりよく理解することである。
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