| Project/Area Number |
25780535
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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 |
Education on school subjects and activities
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| Research Institution | Saga University (2014-2015)
Fukuoka University (2013) |
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Principal Investigator |
Hayashi Yuko 佐賀大学, 文化教育学部, 准教授 (10649156)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
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| Keywords | ワーキングメモリトレーニング / ワーキングメモリ / 外国語教育 / 第二言語習得 / ワーキングメモリとレーニング実施 / 英語スピーキング能力の発達 / 外国語教育への示唆 / ワーキングメモリトレーニング実施 / 協働英語学習 / 縦断的介入研究 / 言語指導と認知機能強化の相乗効果 |
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| Outline of Final Research Achievements |
The current study reports on an intervention study that investigated the relative contributions of 5-week English language training (ELT) and 5-week working memory training (WMT) to improvements in English language knowledge and working memory capacity in university learners of English as a foreign language. The participants were allocated to the following groups: (i) ELT only; (ii) WMT only; (iii) both WMT and ELT; and the control group. The results showed that intervention effects were pronounced in the WMT+ELT group, who improved scores on the reading span test and all tests of verbal and visuo-spatial short-term and working memory. The gains in verbal short-term (Japanese) were maintained 3 months later, whereas those in working memory (Japanese and English) were sustained for 6 months. None of the interventions, single or combined, led to gains in foreign language knowledge, however. The sustained effects of the dual approach and its implications are discussed.
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