| 研究課題/領域番号 |
18K12452
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| 研究機関 | 岡山大学 |
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研究代表者 |
RENOUD LOIC 岡山大学, 社会文化科学研究科, 特任講師 (50807964)
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| 研究期間 (年度) |
2018-04-01 – 2022-03-31
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| キーワード | Applied linguistics / French language / Tenses and aspect / Pedagogical material / Enaction / Multimodality |
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| 研究実績の概要 |
This project aims at designing and testing pedagogical material for tenses in FFL. Below are presented the results obtained in the 3 main directions envisaged in the initial agenda: 1) conception of the material, 2) collection of data, 3) deepening of theoretical knowledge. 1) A 1st version included four “1st-person” visualizations of the interlocutory scene for the present, compound past, imperfect and pluperfect tenses, with the conventionalized systems (mostly narrative) they enter in. A second version offered more than 15 of these visuals (including hypothetical and counterfactual), in order to provide learners with an overview of the tense system. One novelty was the indication (in Japanese in this case) of the psychological effect for each tense. 2) The 1st version was tested in France at the CILEC (University of St-Etienne, France) on 21, 25 and 27 September 2018 with 4 students (from Syria, US, South Korea). 90 minutes of activities for each pair were videoed. The 2nd was tested at Okayama University on 7, 12 and 13 February 2019 with 3 students (1 student became ill after day 1). In total, 250mn were filmed. 3) In a first paper on tenses in narrative, it was proposed that verb morphology, as it imposes closed vs. open articulatory positions, as well as the shape of the predicative relation, depending on its length, perceptually converged with the very aspectual value of the verb (i.e. bounded vs. unbounded) and had a priming effect. Another paper investigated selection and integration of linguistic resources in oral activities on tenses (see 研究発表 below).
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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
What somehow lags behind touches on data. Minor adaptations were made, due to circumstances. Essentially, however, it appeared that, during data collection, the writing phases, although collaborative, reduced the opportunities for reformulations, code switching, gesture, pointing, etc. This problem was identified during the 2nd data collection. Changes were made on the spot, removing any worksheet during the input and asking for oral output only. The data obtained seemed immediately to better match our needs. However, as a result it will be necessary to rethink the design of the activities to maximize oral and gestural data. As well as this, it seems necessary to make the pedagogical material simpler, by articulating it around some key distinctions (see the following section for ideas to consider). The theoretical work, on the other hand, has progressed adequately. 1) An original description of French tense and aspect system was carried out (as mentioned in the previous section). 2) For conceiving material and activities tailored for richer oral and gestural data, research studies on speech and gesture in foreign language pedagogy from an enactive and / or embodied perspective were (and are) consulted. 3) In the field of foreign language acquisition, the issue of crosslinguistic transfer and its compatibility with an enactive view of language was considered. Indeed, enaction calls into question the dominant perspective in crosslinguistic studies, which remains mentalist (e.g. Slobin s’“thinking for speaking” hypothesis).
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| 今後の研究の推進方策 |
In light of the above, the procedure to be followed is outlined below, regarding 1) the design of the material 2) data collection 3) the theoretical work, and diffusion of results will finally be mentioned. 1) The attachment to a first-person view for visualizations is consistent with a Maturanian perspective on language, but that somehow appeared to be at the expense of practicability. The material can be simplified by highlighting each dimension of languaging, with adapted stylization for each one: the chronosyntactic dimension is easier to render in third-person view, so are aspectual distinctions (with effects of convergence of the articulatory positions already mentioned), the opposition background / foreground, the "gestural localization of time" (Calbris) etc.; however, the interlocutory dimension is more naturally evoked in a first-person view. 2) To maximize oral and gestural data, written input and output are reduced or suppressed (as already mentioned). Besides, opportunities of interaction with the material will be multiplied: before, during and after activities, for example by having the two pairs confronting their results with reference to the material (note that the place of collection in France will be Bordeaux Montaigne University, at the DEFLE). 3) The theoretical work will notably focus on the distinction between 1st / 2nd order languaging, on chronosyntax and on addressing crosslinguistic issues from an enactive standpoint. Two communications are planned (May and December), others are possible. Two papers are planned, in didactics and linguistics.
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| 次年度使用額が生じた理由 |
Amounts planned（in 円）are as follows (indirect costs do not appear): 5 000 (Articles Costs), 450 000 (Travel Expenses), 45 000 (Personnel Expenditure and Remuneration). Travel Expenses include one trip to France in September at Bordeaux Montaigne University (data collection, and possibly a seminar). It also includes 2 trips to Tokyo (a presentation at the ACLL in May, another at the 日本フランス語学会 in December). Others are envisaged. As for the Personnel Expenditure and Remuneration, it covers remuneration for volunteers for data collection (4 persons in France, 4 in Japan).
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