2022 Fiscal Year Research-status Report
A usage-based approach to understanding L2 learners' knowledge of English affixes
| Project/Area Number |
20K00898
|
|---|
| Research Institution | Tokyo University of Science |
|---|
Principal Investigator |
スチュワート ジェフリー 東京理科大学, 教養教育研究院神楽坂キャンパス教養部, 准教授 (40536306)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
Mclean Stuart 桃山学院大学, 経営学部, 准教授 (10624794)
ステクル ティモシー 新潟県立大学, 国際地域学部, 教授 (40601711)
Brown Dale 金沢大学, 外国語教育系, 准教授 (50781168)
ベネット フィリップ 新潟県立大学, 国際地域学部, 准教授 (70601714)
バティ アーロン 慶應義塾大学, 看護医療学部(藤沢), 教授 (80406686)
|
|---|
| Project Period (FY) |
2020-04-01 – 2024-03-31
|
| Keywords | Vocabulary / Derivations / Affixes |
|---|
| Outline of Annual Research Achievements |
As per our original plan, thus far we have successfully confirmed the selection of derivations, coded them for the affixes they contain, developed vocabulary test items testing knowledge of these derivations and the various affixes they contain, and piloted the items.
However, we are still in the process of collecting data by administering tests to students. To date we have tested 70 of the planned 130 students on the full 1000 items, and plan to test another 60 by the end of the academic year. In addition, 70 other students have completed at least one of four subsets of items (170 items each). At least another 70 more students should complete these subsets by the end of October. We will equate this data with the sample of 130 students who took all 1000 items using item response theory.
|
| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
Due to the pandemic, classes were online and we were unable to collect data from students. However, classes are now all back in person, and we anticipate that we will be able to complete our primary data collection by the end of the academic year and complete our analysis.
|
| Strategy for Future Research Activity |
Once the analysis is complete, we plan to submit our findings to a major journal in the field of second language acquisition. Additionally, now that we have coded 1000 words for these affixes, the resulting coding data can be used with other word difficulty lists for future studies. Our own study concerns derivational/affix difficulty for Japanese learners, but the same per-derivation codings can be used to analyze derivational difficulty for learners with other L1s. Recently we conducted and published a study using word difficulty data for Spanish, Chinese and German learners using these codings. We are also in talks with a colleague about collaborating on a similar study for Arabic learners of English.
|
| Causes of Carryover |
Due to the pandemic classes were held online, and school regulations prevented gatherings of large groups of students on campus after hours. This greatly inhibited our ability to collect data as planned. However, now that classes are all in person again, we anticipate that we can collect our primary data (130 students taking all 1000 items) as planned. We should also be able to collect data on sub-sets of items from approximately 140-300 students (as opposed to our original plan of 600).
|
-
[Journal Article] The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison2023
Author(s)
Stewart Jeffrey, Brown Dale, Bennett Phil, Robles-Garcia Pablo, Sanchez-Gutierrez Claudia H., Marcos Miguel Nausica, Vitta Joseph P., Nicklin Christopher, Stoeckel Tim, McLean Stuart
-
Journal Title
System
Volume: 115
Pages: 103035～103035
DOI
Peer Reviewed
-
-
-
-
