| Project/Area Number |
23K20103
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| Project/Area Number (Other) |
20H01297 (2020-2023)
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Multi-year Fund (2024)
Single-year Grants (2020-2023) |
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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 | Kansai University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
水本 篤 関西大学, 外国語学部, 教授 (80454768)
Allen ToddJames 関西大学, 外国語学部, 准教授 (40838471)
田中 洋也 北海学園大学, 人文学部, 教授 (70521946)
今尾 康裕 大阪大学, 大学院人文学研究科(言語文化学専攻), 教授 (50609378)
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| Project Period (FY) |
2024-04-01 – 2025-03-31
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| Project Status |
Completed (Fiscal Year 2024)
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| Budget Amount *help |
¥14,950,000 (Direct Cost: ¥11,500,000、Indirect Cost: ¥3,450,000)
Fiscal Year 2024: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2023: ¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2022: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2021: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2020: ¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
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| Keywords | L2 pragmatics / Language assessment / Study abroad / Language testing / Explicit instruction / 第二言語語用論 / 語用論能力の測定 / 語用論能力のための教材開発 / 語用論能力測定 / pragmatic competence / study abroad / pragmatic knowledge / SLA / implicit knowledge |
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| Outline of Research at the Start |
In this study, we will conduct a comprehensive analysis of the data obtained from the four tests designed to measure learners' implicit and explicit pragmatic knowledge, before and after their study abroad experience. The findings from this analysis will be presented at the American Association for Applied Linguistics (AAAL) conference in March 2025.
We will disseminate the findings from previous studies within this research project at two conferences: TBLT Asia 2024 in Nagoya and ALAA-ALANZ 2024 in Australia.
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| Outline of Final Research Achievements |
This study investigated how Japanese university students develop pragmatic competence in English, such as speaking politely and understanding irony. Using a set of original tests, the research scientifically examined the roles of learners’ language proficiency, study abroad experience, and instructional methods. In particular, it demonstrated that explicit-deductive instruction, providing clear explanations of rules, significantly enhanced learners’ pragmatic ability. The findings offer practical insights for improving English language teaching and support the development of real-world communication skills. This research contributes to fostering individuals who can communicate effectively in global settings.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究は、日本人大学生の英語における語用論的能力、特に丁寧な表現や皮肉の理解といった実践的コミュニケーション能力の発達を対象とした。心理言語学的理論に基づいて開発したテストにより、暗黙的・明示的な処理の違いや、学習者の言語能力、留学経験、明示的指導の効果を検証した。明示的指導が語用論的能力の向上に及ぼす影響や、学習者の処理プロセスとの関連性について、新たな知見を示した。これらの成果は、第二言語習得研究への理論的貢献にとどまらず、英語教育の実践においても、学習者の語用論的能力を育成するための指導法に資するものであり、グローバルな場面で活躍できる人材育成に貢献する。
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