| 研究課題/領域番号 |
22K00831
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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 | 名城大学 |
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研究代表者 |
川上 綾 名城大学, 外国語学部, 准教授 (60805076)
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| 研究分担者 |
Rogers James 名城大学, 外国語学部, 准教授 (50533527)
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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 (2022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)
2024年度: 520千円 (直接経費: 400千円、間接経費: 120千円)
2023年度: 1,690千円 (直接経費: 1,300千円、間接経費: 390千円)
2022年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
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| キーワード | process drama / drama in education / new language acquisition / language correction / TESOL / collocations / Drama in Education / Collocations / Process Drama / Language Accuracy / Vocabulary Retention |
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| 研究開始時の研究の概要 |
This study focuses on the Process Drama approach’s effectiveness in aiding language retention. Post-lesson test scores of students taught collocations using the model or a traditional direct study method will be compared to determine any difference of collocation acquisition between the methods.
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| 研究実績の概要 |
The focus was to first collect data through interviews of Process Drama practitioners about their practical, real-world classroom practices and methods related to aiding student acquisition and retention of new language and language correction. In total, 12 participants were recruited using snowball sampling. Each 90-minute to 2-hour interview was analyzed using thematic analysis, and a basic model of common practices was created. The results found that unanimously, process drama practitioners avoided language correction and the introduction of new language in the experiential phase. Predominantly, new language was introduced in the preparation phase. While language correction was often in the reflection phase, the focus was on correction for meaning-making and intention as opposed to accuracy. A modified approach to Process Drama was developed from this analysis, and two potential models were put forth for feedback from Process Drama practitioners and other language teachers. Preparation has begun for the second phase of the student- testing of equipment, development of lesson plans, collocation lists, pretext, and dramatic elements.
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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
Generally speaking, we are on schedule with our original proposal, with a slight delay in the development of lesson plans, as we have been in discussions and have made some modifications. The number of participants was not as high as hoped for the phase one study, but still adequate considering how niche process drama is as a language teaching approach.
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| 今後の研究の推進方策 |
Potentially, we plan to do a pilot test of the lesson plans developed and the tests to be given prior to and after the lessons as part of developing the second phase study. We will recruit 75-100 participants from universities. Data will be collected in the form of test scores, recordings of utterances, and surveys. The result of the pre-lesson and post-lesson tests will be used to determine if the use of PD aids in the acquisition, retention, and use of collocations in comparison to more traditional teaching approaches. Analysis of the survey results will be used to examine perceptions of PD and determine if PD promotes student engagement and motivation. Based on the results, assess the viability of the PD approach or potentially modify it. We will then present our findings.
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