| 研究課題/領域番号 |
22K00806
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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 | 大阪大学 (2023)
関西学院大学 (2022) |
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研究代表者 |
金澤 佑 大阪大学, 大学院人文学研究科(言語文化学専攻), 講師 (00806482)
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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 |
4,290千円 (直接経費: 3,300千円、間接経費: 990千円)
2025年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
2024年度: 1,300千円 (直接経費: 1,000千円、間接経費: 300千円)
2023年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
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 | Epistemic Emotion / EFL Pedagogy / Higher Education / P4ELT / Deep Active Learning / Epistemicity / Extensive Reading / Spider Web Discussion / Quality Talk / Foreign Language / Pedagogy / Psychology |
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| 研究開始時の研究の概要 |
This pioneering project investigates how epistemic emotions affect foreign language learning both via micro- and macro- level psychological methodologies. Moreover, the obtained insights are applied to foreign language higher education pedagogy, aiming at developing not only lower-order but also higher-order thinking skills. The expected findings will pave the way for the new inquiry, leading to harnessing epistemic emotions optimally not only for better understanding but also for the successful deep active learning needed in the contemporary world.
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| 研究実績の概要 |
In the second fiscal year of 2023 (FY2023), the following progress has been made. As for Psychological Investigation, the epistemicity data collected in FY2022 were prepared for further analysis, presentations, and publications. Similarly to FY2022, there have been further progress in Pedagogical Inquiry. First, new deep active learning pedagogies have been developed and implemented, utilizing cross-disciplinary theories and insights. This includes Challenger's Reading Circle, which was presented at the British NATESOL Online Conference in May as well as in a public lecture hosted by Osaka University in December; IPA News, which was presented at the JALT2023 International Conference in November. Moreover, the already proposed P4ELT (Philosophy for English Language Teaching/Teachers/Trainees) was theoretically enriched, resulting in a research paper at the 29th KELES Conference in June. P4ELT further developed into a cross-disciplinary joint paper (Matsushima, Shimizu, Kanazawa, & Shirai, 2023), and a special public event inviting the authors (P4ELT Day) was planned by the LET-FMT-SIG in March. As for Theoretical Inquiry/Philosophical Integration, the deja proposed 1-2-3 Emotion Model was applied to Eastern/Confucian philosophy. Furthermore, the Deep Epistemic Emotion Hypothesis has been formulated via the Free Energy Principle as well as a newly adopted qualitative psychology approach of (pseudo-)autoethnography. Research papers have also been submitted to international journals albeit still under review.
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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
Solid progress has been made for deep active learning pedagogies, especially concerning its publications via open access servers and public lectures. Theoretical/Philosophical inquiry has been pursued further, too. On the other hand, psychological experiments have still been at their preparatory stage.
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| 今後の研究の推進方策 |
As for Psychological Investigation, the collected epistemicity data will be further analyzed and presented. In addition, by welcoming a new Co-I, experiments will be programmed and implemented to test the Deep Epistemic Emotion Hypothesis. As for Pedagogical Inquiry, further progress will be made in developing, implementing, enriching, and publishing the approaches. As for Theoretical Inquiry / Philosophical Integration, the 1-2-3 Emotion Model proposed in 2022 and the Deep Epistemic Emotion Hypothesis proposed in 2024 will be elaborated and applied for broader theoretical and educational prospects.
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