2022 Fiscal Year Final Research Report
The use of model peer videos and recursive practice in language learning: A multimodal approach to the development of communicative and cultural awareness
| Project/Area Number |
19K00895
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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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 | Nagoya University of Foreign Studies |
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Principal Investigator |
Kindt Duane 名古屋外国語大学, 現代国際学部, 教授 (70308930)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Keywords | L2 development / L2 pedagogy / recursive practice / peer role models / materials development / conversation analysis / sociocultural theory / skills development |
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| Outline of Final Research Achievements |
The research achievements from this grant, to this point, include one publication (Kindt, 2021), which shows the benefits of following sociocultural theory and conversation analysis to examine one student's representative displays of analytical skill development in a longitudinal collection of excerpts from her L2 production. In addition, five papers were presented at academic conferences. Insights related to L2 development include how: (1) multimodal awareness in analyses of learners’ own L2 interaction emerges, (2) learners co-construct multimodal analyses of L2, (3) analytical skill development are displayed, (4) the nature of peer roles emerge in collaborative learning, and (5) skills related to acquiescing to and asserting epistemic stance can be learned. This publication and papers show that instruction based on near-peer model materials, which are used following a recursive pedagogy, can support the awareness and development of interactional and analytical skills in L2.
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| Free Research Field |
Applied Linguistics
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| Academic Significance and Societal Importance of the Research Achievements |
本研究で発表された論文によると、ニアピアモデル教材（元生徒の授業制作物を使用）に基づく指導を、リカーシブ教育法（授業課題の達成機会を複数回提供）に従って行うことで、L2における対話力と分析力の自覚と発達を支援できることが明らかになった。この知見は、指示された第二言語学習における、より効果的な支援方法への示唆を与えるものである。多くの場合、指示された学習は、相互作用的なタスクの間に学生に期待されることの適切なサンプルを提供せず、L2学習に必要なつながりを作るための十分な機会を提供しないのである。この研究から得られた知見は、学校における言語教育のあり方に反映させることができる。
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