研究課題/領域番号 |
22K00685
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研究種目 |
基盤研究(C)
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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
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研究機関 | 長崎大学 |
研究代表者 |
カトローニ ピノ 長崎大学, 多文化社会学部, 准教授 (30573381)
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研究分担者 |
ベー シュウキー 大阪大谷大学, 教育学部, 准教授 (00631251)
今村 圭介 東京海洋大学, 学術研究院, 准教授 (00732679)
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研究期間 (年度) |
2022-04-01 – 2026-03-31
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研究課題ステータス |
交付 (2022年度)
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配分額 *注記 |
3,250千円 (直接経費: 2,500千円、間接経費: 750千円)
2025年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
2024年度: 390千円 (直接経費: 300千円、間接経費: 90千円)
2023年度: 390千円 (直接経費: 300千円、間接経費: 90千円)
2022年度: 1,430千円 (直接経費: 1,100千円、間接経費: 330千円)
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キーワード | speaking skills / EFL / task-based learning / WTC / learner autonomy / student-centered / self-regulation / motivation / タスクベースの言語指導 / TBLT / PPP指導 / Japanese EFL University |
研究開始時の研究の概要 |
本研究では、英語教育におけるタスクベースの言語指導(TBLT)と従来型(PPP、Presentation-Practice-Production)の語彙・表現・文法中心授業の効果検証を行い、その比較を試みる。1)コミュニケーションタスクの遂行(ビデオ録画)、2)質問紙調査、3)半構造化インタビューを行うことで、流暢さ、言語的な複雑さ、正確さ、モチベーションの向上の度合いを測る。結果を検証し、先行研究の理論的研究のデータなどと合わせ、日本の英語教育におけるTBLTの効果的な導入の指針を示す。
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研究実績の概要 |
In the first year of our project, we managed to accomplish the majority of our goals and appear to be on the schedule we put forth in our proposal. To review, in the first year of our project, we managed to conduct a pilot study to help us move forward. In this project, we wanted to explore our data collection and data analysis techniques. Since the analysis to analyze speaking output that we are planning to use in our research project is quite complex, a pilot study was useful to fine-tune some of the methods we are planning to implement in the main study. In this pilot study, each of the eight participants was given an assessment at two points in time: within five days of treatment beginning (Pre-test), approximately twelve weeks later, i.e., within five days of treatment ending (Post-test). Each of these assessments involved participating in a dyadic conversation with a classmate, completing two questionnaires (designed to assess willingness to communicate in English and learner autonomy), and being interviewed. The treatment involved having students transcribe the video-recorded conversations they were in. After the pre-test, the instructor will take the students through a series of steps that teaches them how to methodically analyze the video and speech transcripts in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Upon breaking down their performances with the instructor, participants were able to clearly identify their strengths and weaknesses and, ultimately, create well-defined goals for themselves moving forward.
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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 managed to collect and analyze data in the pilot study phase of our study as per the original plan. This pilot study addresses two EFL pedagogical issues in Japanese universities that require attention: oral skills and motivation. Hence, the aim of this exploratory case study is to examine the extent to which involving university EFL students in their own learning can have a positive effect on learning outcomes and learner autonomy. To this end, a total of eight female EFL university students will participate in this study. Upon breaking down their performances with the instructor, participants will be able to clearly identify their strengths and weaknesses and, ultimately, create well-defined goals for themselves moving forward. Additionally, students will transcribe and analyze a video-recorded conversation involving proficient speakers of English, as well as receive classroom instruction concerning conversational management techniques. By enabling students to compare their own pre- and post-treatment performances, as well as with those of proficient speakers, the researchers seek to not only improve learners’ oral abilities but also to increase learner autonomy and motivation. The data derived from this exploratory study demonstrate that students were able to improve their oral production in most areas; however, the results concerning learner autonomy were not quite as clear. Overall, there was not much difference shown in the students’ attitudes, as well as their taking more responsibility for their own learning, from the pre-test to the post-test.
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今後の研究の推進方策 |
Our first goal moving forward is to begin to collect data for the main part of our study. In Semester 1 of Year 2 of our project, the group that will receive TBLT will take part in a course called Listening and Speaking I. Thus, the goal this year is to collect data from these participants at the beginning and the end of this course. Each participant will be given an assessment at two points in time: within five days of treatment beginning (Pre-test), and approximately fourteen weeks later, i.e., within five days of treatment ending (Post-test). Each of these assessments will involve participating in a dyadic conversation with a classmate, completing a questionnaire (designed to assess willingness to communicate in English), and being interviewed. The treatment will involve fourteen weeks of TBLT instruction using a coursebook called “Welcome to Kyushu, Japan”. Once the data has been collected, the researchers will begin to transcribe the video conversations and analyze the video-recorded performances of the participants in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Additionally, students' involvement in the conversations will be analyzed in terms of how many words they spoke, how many questions they posed, and their WTC scores.
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