| Project/Area Number |
23720308
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Numazu National College of Technology (2012-2013)
Kagawa National College of Technology (2011) |
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Principal Investigator |
FUJII Kazuma 沼津工業高等専門学校, 教養科, 准教授 (50413779)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | コア / ボトムアップ / 英語教育 / 協同学習 |
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| Research Abstract |
This study aimed to reveal the effects of the core-based (or schema-based) instruction based on the bottom-up language acquisition perspective.
Three classroom experiments were conducted to Kosen students, aged 15 to 18, targeting English prepositions. Through these experiments, the two points were suggested. The first one is that the effects in understanding the meaning are not significantly different whether the core schemas are presented before the example sentences or used after them. The second point is that the significant difference in understanding the meaning is not observed on the whole between the collaborative learning style as a bottom-up teaching approach, where learners consider cores from the example sentences and the top-down teaching approach, where the cores are presented prior to the example sentences. Collaborative learning style, however, can significantly be effective in some cases if they learn deeply through dialogues.
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