| 研究課題/領域番号 |
20K00834
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| 研究種目 |
基盤研究(C)
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| 配分区分 | 基金 |
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| 応募区分 | 一般 |
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| 審査区分 |
小区分02100:外国語教育関連
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| 研究機関 | 広島大学 |
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研究代表者 |
Fraser Simon 広島大学, 外国語教育研究センター, 教授 (10403510)
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| 研究分担者 |
CLENTON JONATHAN 広島大学, 人間社会科学研究科(総), 准教授 (80762434)
CLINGWALL DION 県立広島大学, 公私立大学の部局等(庄原キャンパス), 准教授 (80737669)
TANABE JULIA 広島大学, 外国語教育研究センター, 助教 (90868233)
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| 研究期間 (年度) |
2020-04-01 – 2024-03-31
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| 研究課題ステータス |
完了 (2023年度)
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| 配分額 *注記 |
4,420千円 (直接経費: 3,400千円、間接経費: 1,020千円)
2022年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2021年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
2020年度: 2,470千円 (直接経費: 1,900千円、間接経費: 570千円)
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| キーワード | writing / vocabulary knowledge / lexical diversity / written proficiency / embeddedness / IELTS / productive vocabulary / short-term study / intervention study / vocabulary measures |
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| 研究開始時の研究の概要 |
The research will start with a cross-sectional study in which we take a snapshot of a participant group at a single point in their academic trajectory. This will be followed with an intervention (longitudinal) experiment evaluating the extent to which specific vocabulary impacts upon the objective and subjective scoring of participant writing tasks at two different time points in their academic trajectory. We then investigate the extent to which such relationships and their trajectories map across different vocabulary, writing, and ultimately second language learning proficiencies.
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| 研究実績の概要 |
In the final year of the project, our focus was on writing up the findings for publication in top international journals, as well as preparing to present at a major international conference. Based on valuable feedback from 'Bilingualism: Language and Cognition' reviewers and other experts in the field, we have modified and refined our paper titled “Predicting Written Lexical Diversity with Productive Vocabulary Measures: Investigating the role of embeddedness in L2 writing”. The paper is now under preparation for submission to the journal 'System'.
We presented the main findings of the paper at the Vocab@Vic Conference in Wellington, New Zealand, in a well-received presentation titled “Can Productive Measures Predict L2 Written Proficiency?”. In the presentation, we reported the extent to which embedded vocabulary knowledge measures relate to assessed levels of writing. A total of 151 undergraduates (L1 Japanese and L1 Chinese) participated in the study. Three vocabulary knowledge measures evaluated participant vocabulary knowledge, along with lexical diversity measures and human judgement, to assess the writing. We used flemma counts for all measures. An important finding of this paper was that although all vocabulary knowledge indicators could predict written proficiency, the more embedded they were, the greater the accuracy of the prediction.
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