| 研究課題/領域番号 |
22K00700
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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 |
Hougham Daniel 広島大学, 外国語教育研究センター, 准教授 (10829352)
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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)
内原 卓海 東北大学, 国際文化研究科, 講師 (10905847)
Higginbotham George 叡啓大学, ソーシャルシステムデザイン学部, 准教授 (20885090)
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| 研究期間 (年度) |
2022-04-01 – 2025-03-31
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| 研究課題ステータス |
交付 (2023年度)
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| 配分額 *注記 |
4,160千円 (直接経費: 3,200千円、間接経費: 960千円)
2024年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
2023年度: 2,080千円 (直接経費: 1,600千円、間接経費: 480千円)
2022年度: 910千円 (直接経費: 700千円、間接経費: 210千円)
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| キーワード | multi-word sequences / lexical bundles / learner-corpus research / oral fluency / oral proficiency / multiple regression / random forests analysis / dominance analysis / multiword sequences / learner corpus research / Oral fluency / Multiword sequences / Vocabulary / Testing / High-stakes assessments |
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| 研究開始時の研究の概要 |
The present study partially replicates and builds on Tavakoli and Uchihara (2019) with analyses of longer (four-word) sequences and a larger sample size (N = 200+) across a broader range of proficiency levels. We intend to explore the extent to which MWS use (proportion, frequency, and association) is associated with oral fluency measures (speed, breakdown, and repair) across different academic disciplines and proficiency levels (IELTS levels 5.5-7.5). We also explore how MWS usage varies in terms of function by detailing which MWSs are needed at specific IELTS proficiency levels.
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| 研究実績の概要 |
We have completed the second phase of analyzing the relationship between lexical bundle (LB) use and oral fluency. We identified 119 frequent LBs, mostly three- and four-word units. One-way ANOVAs indicated significant differences in four LB measures across proficiency levels (IELTS 6.5-7.5). Employing robust regression, dominance analysis, and random forests, we found that bigram mutual information (MI) strongly predicts higher proficiency levels. We also discovered that longer LBs enhance speed fluency and reduce mid-clause pauses, highlighting their unique processing efficiencies. Conversely, shorter LBs, particularly those with high mutual information scores, subtly yet positively influence articulation rates and reduce speech repairs, highlighting their key role in fluency dynamics.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
3: やや遅れている
理由
To date, we have presented our results at seven international conferences, including the recent Vocab@Vic. We published a pilot study in a top-tier journal and have two manuscripts currently under review. We have also collected additional data which will allow us to conduct new analyses across five proficiency levels, bringing our total sample size to upwards of 180 participants. However, the increase in participants was less than expected, with fewer at the lowest and highest levels compared to the middle levels. Having been busy with manuscript writing, we have not yet processed our additional data for fluency measurements.
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| 今後の研究の推進方策 |
In our future research, we plan to: (a) Collect additional data at the lowest and highest levels (IELTS 6 and 8), in order to balance our groups for more robust analyses across five proficiency levels. Our next data collection is tentatively scheduled for September 2024; (b) Investigate the LB-fluency relationship with a larger sample size across five proficiency levels (IELTS 6–8); (c) Explore additional quantitative analyses (e.g., potential influence of L1 background on LB usage and proficiency scores); (d) Explore qualitative analyses (e.g., presentation topics; LB usage variation based on functional classification); (e) Present at Vocab@Vic 2025 (in Maryland, USA); (f) Prepare an additional manuscript for submission to another top-tier journal.
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