| 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 |
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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 | 長崎大学 |
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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 (2024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 / WTC / learner autonomy / TBLT / タスクベースの言語指導 / PPP指導 / Japanese EFL University |
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| 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 third year of our project, we accomplished most of our goals and remained on schedule. In Year 1, we conducted a pilot study to refine our data analysis framework. In Year 2, we collected data from a TBLT group enrolled in Listening and Speaking I. In Year 3, we collected data from a PPP group taking the same course. Each participant completed a pre-test and a post-test, which included a dyadic conversation, a questionnaire assessing willingness to communicate (WTC), and an interview. The PPP group received 14 weeks of instruction using the coursebook American Headway. After data collection, the researchers transcribed the video-recorded conversations and analyzed them for fluency (temporal and hesitation), syntactic and lexical complexity, accuracy, and engagement (e.g., number of words spoken, questions asked, and WTC scores).
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| 現在までの達成度 |
現在までの達成度
2: おおむね順調に進展している
理由
We have managed pilot our study and to collect and start to analyze data in the first three years of our study as per the original plan. In the first year, the pilot study we administered achieved two goals: (1) we were able to clarify the framework for the data analysis of our project moving forward, and (2) we conducted a supplemental analysis regarding the development of learner autonomy through self-regulation techniques in the Japanese EFL context. This study showed that self-regulation had a positive impact on Japanese EFL university students. In the second year of our project, we collected the data from one of our two treatment groups (i.e., the group that received TBLT). In the third year of our project, we collected the data from the other of our two treatment groups (i.e., the group that received PPP). Presently, we are in the midst of analyzing the data in terms of assessing how the treatments affected the two group’s oral competency regarding fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy.
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| 今後の研究の推進方策 |
The data collection portion of our project is now complete. Thus, our main goals moving forward are to analyze the remaining data, and subsequently to interpret and dissemninate the findings. Regarding the analysis, the video-recorded conversations have been transcribed; thus, the next step is to 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 Willingness to Communicate (WTC) scores.
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