2022 Fiscal Year Final Research Report

Investigating the Effects of Phonological Awareness Skills on Foreign Language Learning Ability Through Pedagogical Intervention

Research Project

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Project/Area Number	20K00896
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 02100:Foreign language education-related
Research Institution	Chuo University
Principal Investigator	Sugita Chikako 中央大学, 人文科学研究所, 客員研究員 (30837539)
Co-Investigator(Kenkyū-buntansha)	濱田彰神戸市外国語大学, 外国語学部, 准教授 (50779626) 印南洋中央大学, 理工学部, 教授 (80508747) 内野駿介北海道教育大学, 教育学部, 准教授 (80825456) 清水遥東北学院大学, 文学部, 准教授 (20646905)
Project Period (FY)	2020-04-01 – 2023-03-31
Keywords	英語教育 / 音読 / 音韻認識 / 音韻符号化 / リテラシー
Outline of Final Research Achievements	The purpose of this study was to investigate the relationship between foreign language phonological cognitive functions and foreign language learning ability, and to develop an educational intervention program. Phonological awareness skills for recognizing and manipulating various components of speech sounds and phonological decoding skills for converting letters into speech sounds to understand the meaning of texts are essential for foreign language learning. In this study, we conducted explicit oral reading instruction for Japanese EFL learners to investigate the relationship between phonological decoding skills and phonological features. A program of explicit oral reading instruction was shown to improve phonological decoding skills, thus providing a foundation for the development of foreign language learning skills. These findings suggest that the program, which is based on the cognitive basis of foreign language learning ability, integrates theory and practice.
Free Research Field	人文学
Academic Significance and Societal Importance of the Research Achievements	本研究は、言語習得に必要な認知機能の役割を検証し、モデル化する母語習得・第二言語習得研究を背景に持つ。学術的意義としては、これまで検証されてこなかった認知機能と音読指導の関係性を明らかにすることで、外国語学習の認知機能の理論的枠組みを発展させ理論と実践の統合を図ることにある。社会的意義は、外国語の音韻認識機能と外国語学習能力の関係性を明らかにすることで、効果的な教育的介入プログラムの開発につながる。音韻符号化能力の向上につながる音読指導の構成要素を明らかにし、外国語学習能力を育成する教育プログラムを提案したことで、教育現場における指導やカリキュラムの改善への貢献が期待できる。