| Project/Area Number |
23652146
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Chuo University |
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Principal Investigator |
TANI Miyuki 中央大学, 法学部, 准教授 (50440201)
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| Co-Investigator(Kenkyū-buntansha) |
AOKI Atsuko 聖心女子大学, 文学部, 非常勤講師 (70440203)
AKUTSU Sumie 桜美林大学, 言語学系, 講師 (20460024)
TATARA Naohiro 桜美林大学, 言語学系, 准教授 (80383529)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2013: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | 英語教育 / 言語学 / 事態把握 / ライティング / 学習者コーパス |
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| Outline of Final Research Achievements |
This research aims to investigate a cognitive approach to teaching English writing to Japanese learners of English. Linguistic theories and issues concerning the teaching of English in a non-native context were explored and discussed in order to improve Japanese learners’ English writing proficiency.
This research concludes that one of the major factors related to Japanese learners’ low proficiency in English writing is described by influences from their event construal. The findings show a cognitive approach to instructing learners to reduce the use of first person pronouns has some effect on promoting more objective event recognition, and thus improving English writing proficiency. The outcomes during the research period also indicates the underlying issues concerning the learner’s proficiency is mainly to do with their level of vocabulary use and lack of collocational knowledge, which needs to be properly acknowledged and addressed in the teaching of English to Japanese learners.
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