| 研究課題/領域番号 |
23K12235
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| 研究種目 |
若手研究
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| 配分区分 | 基金 |
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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 | 神田外語大学 |
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研究代表者 |
MOELJADI David 神田外語大学, 外国語学部, 講師 (60928290)
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| 研究期間 (年度) |
2023-04-01 – 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 |
2,470千円 (直接経費: 1,900千円、間接経費: 570千円)
2025年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2024年度: 910千円 (直接経費: 700千円、間接経費: 210千円)
2023年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
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| キーワード | learner corpus / Indonesian language / language education / error annotation / feedback system |
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| 研究開始時の研究の概要 |
An error-annotated learner corpus is a very useful source to know types and frequencies of mistakes made by foreign language learners. It can also be employed to develop a Computer Assisted Language Learning system which can provide accurate and immediate feedback. In this research, I focus on the Indonesian language writing skill of Japanese university students taking Indonesian language courses, particularly at Kanda University of International Studies, Tokyo University of Foreign Studies, and Ritsumeikan Asia Pacific University.
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| 研究実績の概要 |
In 2023 I have gathered more than 1200 written assignments (essays) from more than 300 students (all students gave their consent). The students are from 6 universities: Kanda University of International Studies (KUIS), Tokyo University of Foreign Studies (TUFS), Ritsumeikan Asia Pacific University (APU), Sophia University, Chuo University, and Keio University.
I have made and revised an error tagset which currently consists of 4 categories (lexical, grammatical, spelling, and other errors) and 48 error tags. As for the annotation software, I use UAM Corpus Tool version3. I employed 4 Japanese students from KUIS to input the data from the consent forms and to type the handwritten assignments. Four Indonesian teachers from KUIS, TUFS, and APU annotated the corpus.
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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
Initially, my plan was to gather students' essays from 30 students from 3 universities in Japan (KUIS, TUFS, and APU). However, I managed to gather more than 1200 essays from more than 300 students from 6 universities. Because of the large amount of essays I gathered, the annotation process has not finished yet. At present approximately less than one fourth of the essays have been annotated and checked. In addition, I planned to release the annotated corpus in the first year, but because of the reason mentioned above, I am planning to do it after all the essays have been annotated and checked.
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| 今後の研究の推進方策 |
During my presentation in a research meeting at TUFS, I received some feedbacks from Malay/Indonesian lecturers and experts. They suggested me to focus on building the learner corpus for 3 years instead of building it for only one year and spend the next two years to develop an automated writing support for students. Building a learner corpus is time consuming and labor consuming. However, it is very important not only for language teaching but also for grammar research and other research purposes. Building a useful and good quality of data source (corpus) is already a big project. Thus, I would like to continue gathering more essays from students and, at the same time, annotating the errors in the essays.
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