| 研究課題/領域番号 |
18K12482
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| 研究機関 | 鶴岡工業高等専門学校 |
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研究代表者 |
阿部 秀樹 鶴岡工業高等専門学校, その他部局等, 准教授 (20300527)
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| 研究期間 (年度) |
2018-04-01 – 2021-03-31
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| キーワード | L2 pronunciation / Motivation / Strategy |
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| 研究実績の概要 |
This study has challenged the significant possibility that unveils the mechanisms through which L2 learners regulate their motivation and learning strategies, drawing upon the theoretical framework of self-regulated learning (SRL) (Oxford, 2017) recently investigated in L2 vocabulary learning by Zhang, Y et al (2017). The research in FY 2018 successfully demonstrated that the greater the intentional behaviour, the more likely learners selected strategies to develop their pronunciation skills,with X²/68 = 1.12 (p > .23), GFI = .909, and RMSEA = .032 with a 90% confidence interval of 0.00 to 0.07).
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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
This paper first made a research synthesis of the available studies in L2 Pronunciation Learning Strategies (L2PLS) with a special focus on language-learning strategies, motivation, and the joint influence of motivational factors and learning strategies on the achievement of L2 pronunciation. Then I designed an classroom experiment to probe the joint impact of different motivational factors and learning strategies on the L2 pronunciation of adolescent learners of EFL(n=103), deploying SEM in the analysis of the data collected in terms of two questionnaires and a pronunciation test. The results are presented in EPIP6, an international speech conference in Skipie.
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| 今後の研究の推進方策 |
Further examination of L2 pronunciation development could be necessary in the framework of SRL, in which “self-regulation of academic learning is a multidimensional construct, including cognitive, metacognitive, motivational, behavioral, and environmental process that learners can apply to enhance academic achievement” (DÖrnyei, 2005, p. 191). This line of inquiry might probe that pronunciation learning is a proactive process that includes both a person is motivated to learn L2 pronunciation and an active and complex use of cognitive and metacognitive pronunciation-learning strategies. This is investigated this academic year.
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