| 研究課題/領域番号 |
22K00768
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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 | 大阪公立大学 |
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研究代表者 |
PUNGIER M.ーF. 大阪公立大学, 国際基幹教育機構, 教授 (30316020)
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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 |
1,690千円 (直接経費: 1,300千円、間接経費: 390千円)
2024年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2023年度: 390千円 (直接経費: 300千円、間接経費: 90千円)
2022年度: 520千円 (直接経費: 400千円、間接経費: 120千円)
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| キーワード | short-term / study abroad / missions / Short-terme Study Abroad / short-term sojourn / learnings abroad / integrative network |
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| 研究開始時の研究の概要 |
In this study, we demonstrate that the short-term abroad mobility format (maximum three weeks stay) for
non-specialist students learning a language other than English is not a simple temporal reduction of a long sojourn. It is a sojourn with its specific educational, human characteristics and its specific purposes (to give the desire for a long stay). In these contexts, learnings should be understood globally as "learnings in a short-term mobility situation".
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| 研究実績の概要 |
Theoretical results: "duration" cannot be a criterion for defining short-term study abroad. The literature acknowledges four types of study abroad: “super short-term” (in Japan), short-term, "moyen terme," and long-term. Other methods of categorization, such as focusing on involved academic disciplines (such as language), are not relevant. Categorizing study abroad using multiple criteria is a viable approach for distinguishing between all types of mobilities. Alternative way to categorize short (or super-short) mobilities: it is based on how teachers seek to control the time of mobility. This phenomenon does not occur in long-term study abroad programs.
Furthermore, we recognize that long-term benefits such as language acquisition or cultural/intercultural experiences should not be considered typical benefits in the case of short-term study abroad (3~5 weeks). It would be more beneficial for both teachers and students to focus on personal learning outcomes.
Practical results : We have continued the implementation of the missions as previously planned. It appears that second-year students are more capable of deriving personal benefits from these missions compared to first-year students
New contacts were established with Tours University to strengthen the implementation of the missions even after the conclusion of this research. However, we were unable to pursue this opportunity as anticipated for global economic reasons: Only one student expressed interest in the March 2024 sojourn. leading to the cancellation of it.
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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
The global economic situation, particularly the economic conditions in Japan, made it difficult for students to participate to the sojourn.
As we were unable to obtain all the anticipated data during 2023-2024, we have opted to share the initial results of our research work and to submit proposals for presentations that focus as well on practical perspectives and theoretical ones. This approach enables the discovery of new perspectives within our research. Between June 2023 and March 2024, we presented our work five times: twice focusing on empirical aspects (June 2023 in Thailand, December 2023 in Japan) and three times on theoretical aspects (May 2023 in Japan, February 2024 in Switzerland, March 2024 in Japan). The fourth theoretical presentation is scheduled to take place in Belgium in April 2024. Two additional proposals have been submitted for 2024 and are pending approval. This schedule of proposals has led us to recognize that the benefits of short-term study abroad for students should be viewed as more personal in nature.
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| 今後の研究の推進方策 |
Two of our previous issues remain unresolved at present. These are:
1.How to enhance the diversity of speeches in restitutions of experience abroad?
2.How to maintain the missions experience without the presence of an organizer?
We will continue to address these issues throughout this year. Additionally, we will continue to explore the relationship between teachers and students engaged in short-term study abroad experiences. This relationship appears to be crucial for the structure of short-term study abroad sojourns.
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