| 研究課題/領域番号 |
19K00846
|
|---|
| 研究種目 |
基盤研究(C)
|
| 配分区分 | 基金 |
|---|
| 応募区分 | 一般 |
|---|
| 審査区分 |
小区分02100:外国語教育関連
|
|---|
| 研究機関 | 新潟大学 |
|---|
研究代表者 |
G.S Hadley 新潟大学, 人文社会科学系, 教授 (70311008)
|
|---|
| 研究分担者 |
ハドリー 浩美 新潟大学, 教育・学生支援機構, 准教授 (60534732)
|
|---|
| 研究期間 (年度) |
2019-04-01 – 2025-03-31
|
| 研究課題ステータス |
交付 (2023年度)
|
| 配分額 *注記 |
4,030千円 (直接経費: 3,100千円、間接経費: 930千円)
2021年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
2020年度: 1,300千円 (直接経費: 1,000千円、間接経費: 300千円)
2019年度: 1,690千円 (直接経費: 1,300千円、間接経費: 390千円)
|
|---|
| キーワード | Extensive Reading / Grounded Theory / Second Language Learning / Language Learning / Corpus Linguistics |
|---|
| 研究開始時の研究の概要 |
This research project seeks to uncover the key learner strategies that lead to success in Extensive Reading, and to create useful resources that will make these strategies accessible to all. Through published books, articles, lesson plans, and training seminars, we will empower teachers to enable more English language students in Japan to become better readers, better language learners, and better communicators. This is the first documented attempt to create an innovative and generalizable theoretical framework for improving the efficacy of Extensive Reading.
|
| 研究実績の概要 |
We made progress in refining our grounded theory of avidization in extensive reading. We have identified three main processes that take place within the trajectory of ER avidization that we have labeled as infograzing, story-hunting and book-mining. One more process that subverts avidization is that of data-grinding. We have identified strategies, trajectories, and implications for second language Extensive Reading Classes. Our presentations at at Kanazawa University and the University of London was a success, and we have begun publishing our theory internationally. This represents progress in our research and a contribution to the academic community's understanding of extensive reading practices.
|
| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
We have successfully navigated past the challenges that previously hindered our research during the time of COVID-19. We are now able to meet with research informants and have effectively developed our grounded theory to encompass the social processes, problems, and contingencies experienced by students in extensive reading classes. This advancement has also enabled us to extend our research beyond the Japanese context, establishing comparative groups in other countries. As we begin to explore the social processes of Extensive Reading teachers, we are planning to disseminate our findings both in Japan and internationally as this year progresses.
|
| 今後の研究の推進方策 |
As discussed above, We anticipate the opportunity to expand our theory by investigating the essential processes, problems, and issues faced by language teachers, which are crucial for the success of Extensive Reading in Second Language Learning. We plan first to learn whether language teachers also engage in the same sorts of social processes (i.e. infograzing, story-hunting, book-mining, or data-grinding) as this affects language learners and further refines our theoretical framework. On research trips, we will develop contacts with educators, setting the stage for this exploration. This will enrich our current research and prepare the foundation for further study during subsequent grant periods.
|
