| Project/Area Number |
22520631
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Tokai University |
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Principal Investigator |
SUZUKI Hiroko 東海大学, 教育研究所, 教授 (50191789)
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| Co-Investigator(Kenkyū-buntansha) |
PETER J.collins 東海大学, 教育研究所, 教授 (10327241)
GARY Scott Fine 東海大学, 教育研究所, 教授 (70515022)
コリンズ ピーター (PETER Collins) 東海大学, 教育研究所, 准教授 (10307241)
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2010: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 英語教育一般 / ドラマ教育 / 状況論 / identity / autonomy / 人間教育 / コミュニケーション能力 / アイデンティティ |
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| Research Abstract |
This research project explored the nature and extent of L2 appropriation when drama is used as an educational tool, the process of “appropriation” being distinct from that of the “acquisition” of linguistic knowledge. In preparing for dramatic performance, through the process of identifying a character as the “self,” learners read resource materials and interact with other participants, developing language as a mediating tool in communication. Insights from interviews and observation of various educational programs and drama performance projects confirmed the outcome of this qualitative inquiry, which describes learners’ appropriation processes, as well as their enhanced autonomy and motivation
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