| Project/Area Number |
22K00692
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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 | Kanagawa University |
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Principal Investigator |
David Aline 神奈川大学, 国際日本学部, 教授 (70289958)
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| Co-Investigator(Kenkyū-buntansha) |
細田 由利 神奈川大学, 国際日本学部, 教授 (70349124)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2024: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2023: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2022: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | Emergent grammar / Conversation analysis / Classroom materials / Task-based learning / 2nd language acquisition / interactional grammar / Interactional grammar / emergent grammar / language learning tasks / conversation analysis |
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| Outline of Research at the Start |
This research project examines Japanese university language learners’ incorporation into their own production of language found in and on classroom materials employed for task-based language learning small-group discussion activities. Specifically, employing conversation analysis, we analyze the video-recorded and transcribed student small-group discussions and group oral reports given to the whole class.
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| Outline of Annual Research Achievements |
The second year of this three-year research project examining the collaborative construction of emergent grammar in language learner discussion tasks was productively initiated as the two researchers on this project were able to (a) collect a significant amount of data in two communication courses designed for task-based language learning, (b) process the data through archiving and transcribing the video-recorded student interaction in detail, (c) consult with our overseas research cooperator, and (d) submit one paper with revisions to an international journal. More specifically, the second year of the project succeeded in achieving the following projected goals: (a) acquired new equipment for collection of data through video-recording and acquainted ourselves with these devices and the related software; (b) collected over 54 hours of data on Japanese university student group-work discussions in English, recorded over 540 minutes of the student presentations on the outcomes of their discussions, and compiled 228 pages of their written summaries about the discussions; (c) we submitted a paper to an international journal, received two rounds of reviews on the submission, resubmitted the paper after responding to the reviews, and the paper was accepted and published; (d) held a meeting with our research cooperator to discuss the details of our project.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The research project is moving forward as it was planned in that a substantial amount of data was collected in the form of groupwork videos, post-groupwork presentations, and student’ written reports based on their discussions.
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| Strategy for Future Research Activity |
With the start of the third and final year of this research project, we will shift our focus to transcription and analysis. The amount of transcription will increase as we work on transcribing the recorded data from the second year of this project. Transcripts will continue to be analyzed in monthly data sessions in order to discover new interactional phenomena related to the focus of this project. So far, analysis has been on the participants' deployment of reported speech, specifically direct reported speech. We have also begun to collect instances of indirect reported speech from our data as we mine this rich vein of language used by the students. We are planning to prepare presentations of our findings for two international conferences to share our discoveries with our fellow researchers and second language teachers. We will then prepare a paper for submission to an international journal. Our plan for later in the year is to prepare and hold a seminar of about 12 participants with our research cooperator invited as a guest speaker and commentator.
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