| 研究課題/領域番号 |
22K00783
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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 | 立命館アジア太平洋大学 |
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研究代表者 |
PATTISON Steven 立命館アジア太平洋大学, 言語教育センター, 教授 (40550398)
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| 研究分担者 |
小島 直子 立命館大学, 政策科学部, 准教授 (80624890)
レッドリック ジェレミー 藤女子大学, 文学部, 准教授 (90646259)
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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 (2023年度)
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| 配分額 *注記 |
4,030千円 (直接経費: 3,100千円、間接経費: 930千円)
2025年度: 650千円 (直接経費: 500千円、間接経費: 150千円)
2024年度: 1,300千円 (直接経費: 1,000千円、間接経費: 300千円)
2023年度: 910千円 (直接経費: 700千円、間接経費: 210千円)
2022年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
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| キーワード | CLIL / Engagement / CEFR / Language / Literature / Communicative competence / 4Cs / Text Selection / Literature and Language / Can-do Statements / Communicative / Motivation |
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| 研究開始時の研究の概要 |
Our project will focus on a set of four learning objectives which the study of English language literature supports: communicative competence, content competence, global mindset, and motivation. Using this set of principled learning objectives, the project aims to trial and test the design and implementation of literature in CLIL based courses at two Japanese universities. The investigators will employ an evaluative framework that comprises four learning objectives to set clear goals and then systematically monitor the degree to which these goals are met.
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| 研究実績の概要 |
Our AY2023 activities include the following. 1.Submitted a manuscript titled Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching to a peer-reviewed journal which was accepted in March 2024 for publication in April 2024.2.Compiled a comprehensive bibliography of research on literature and language teaching and learning, CLIL, student engagement. Conducted qualitative data analysis using the software ATLAS.ti.3.Submitted a presentation proposal titled “Maximizing Student Engagement in a Literature in CLIL Course” to the Japan Association for Language Teaching conference 2024. 4.Consulted with an expert on CEFR to help us use the CEFR as a framework effectively. 5.One Co-I attended conferences in Europe to learn more about CLIL.
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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
Our progress in AY2023 was slowed by the change in working conditions of the Principal Investigator who had to adjust to an increase in workload and responsibility after becoming English Director at their university. Nevertheless, through attendance at conferences, consultations with an expert in CEFR, and the publication of a paper, we were able to deepen and refine our knowledge in key areas of our project, enabling us to develop a solid framework to move forwards with. Moreover, it was possible to learn more about the needs of students in terms of text selection and trial new texts in the classroom. This is a central factor in terms of the 4Cs of CLIL and promoting engagement. Hence, although progress was more modest than we had hoped, some positive progress has been made.
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| 今後の研究の推進方策 |
In AY2024 we plan to submit a paper to a respected peer-review journal on literature and language teaching and learning, CLIL, and student engagement. In addition we hope to present our research on “Maximizing Student Engagement in a Literature in CLIL Course” at the Japan Association for Language Teaching conference 2024. To support these two aims, we will continue to collect and analyze data collected from students taking our courses, primarily on their engagement in the courses, their language learning experiences, motivations for taking the course, and responses to the texts. Moreover, we will continue to explore the use of CLIL principles in the development of language and literature courses by visiting universities to observe CLIL classes and consult with experts in the field.
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