Does the Implausible Word Combination Facilitate the Learning of the Syntactic Structure?

Research Project

Project/Area Number	18K12471
Research Category	Grant-in-Aid for Early-Career Scientists
Allocation Type	Multi-year Fund
Review Section	Basic Section 02100:Foreign language education-related
Research Institution	Kanazawa Gakuin University
Principal Investigator	Bando Takao 金沢学院大学, 文学部, 教授 (50714242)
Project Period (FY)	2018-04-01 – 2024-03-31
Project Status	Completed (Fiscal Year 2023)
Budget Amount *help	¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000) Fiscal Year 2020: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000) Fiscal Year 2019: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000) Fiscal Year 2018: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Keywords	暗示的学習 / 反復接触 / 意味的適切性 / 文法性判断課題 / 自己ペース読み課題 / 曖昧文 / 統語構造の学習 / Plausibility / インプット
Outline of Final Research Achievements	This study investigated whether the plausibility of verb-noun combinations can affect learners' acquisition of syntactic structures. Thus, two groups were prepared, namely, one read sentences, including plausible combinations such as "parked the car," and the other read sentences, including implausible combinations such as "parked the boy." By comparing the numbers of correct answers in grammaticality judgment tasks conducted before and after their reading, the result indicated that the plausibility had a limited impact on their leaning of syntactic structures.
Academic Significance and Societal Importance of the Research Achievements	学習者が読む英文に含まれる語と語の意味的適切性の違いが、統語構造学習における接触効果の違いに関係していることを部分的に示唆する結果が本研究では得られた。近年、教材で用いられる英文の意味内容が構文学習に影響することを指摘する研究も見られるようになってきたが、本研究では課題を通して実証的に検討することができた。このようにインプットの影響を精査して調査することが進めば、学習しやすいインプット等のインプットの在り方について、今後の英語教育研究において理解が進むことが期待できる。