| Project/Area Number |
23320117
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Meikai University |
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Principal Investigator |
TAKADA Tomoko 明海大学, 外国語学部, 准教授 (20517594)
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| Co-Investigator(Kenkyū-buntansha) |
ITO Harumi 鳴門教育大学, 大学院・学校教育研究科, 教授 (90176355)
MATSUZAWA Shinji 新潟大学, 教育学部, 教授 (90207043)
MIDORIKAWA Hideko 昭和女子大学, 人間文化学部, 非常勤講師 (10245889)
USUKURA Misato 東京学芸大学, 教育学部, 講師 (00567084)
OZEKI Naoko 明治大学, 国際日本学部, 教授 (00259318)
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| Research Collaborator |
WADA Minoru 明海大学, 名誉教授
KOHONEN Viljo タンペレ大学, 名誉教授
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| Project Period (FY) |
2011-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥10,270,000 (Direct Cost: ¥7,900,000、Indirect Cost: ¥2,370,000)
Fiscal Year 2014: ¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2011: ¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
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| Keywords | 学習者の自律 / agency / Can-Doリスト / ポートフォリオ / 英語コミュニケーション能力 / CEFR / ELP / autonomy / can-do リスト / 英語 / 教育学 |
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| Outline of Final Research Achievements |
A theoretical study on learner autonomy, one of the educational philosophy of CEFR, along with analyses of class observations in primary and secondary schools in Finland, has led to the development of a prototype of English language teaching suitable for Japanese school contexts. The prototype consists of three components: (a) setting learning attainment targets, (b) language use activities to achieve the targets, and (c) reflection of learning process and products through the use of instruments including performance evaluation sheets, portfolio conferences, and progress cards. The prototype was implemented in six national, prefectural, and private secondary schools in Niigata, Chiba, and Tokyo, and one school area in Niigata Prefecture, with adjustment for the school context of each research site. The results showed that students improved in their knowledge and skills of English, raised awareness of learning process and tasks, and learned to take responsibility for their own learning.
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