| 研究課題/領域番号 |
22K00700
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| 研究機関 | 広島大学 |
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研究代表者 |
Hougham Daniel 広島大学, 外国語教育研究センター, 准教授 (10829352)
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| 研究分担者 |
CLENTON JONATHAN 広島大学, 人間社会科学研究科(総), 准教授 (80762434)
内原 卓海 早稲田大学, 理工学術院, 講師(任期付) (10905847)
Higginbotham George 叡啓大学, ソーシャルシステムデザイン学部, 准教授 (20885090)
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| 研究期間 (年度) |
2022-04-01 – 2025-03-31
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| キーワード | oral fluency / multiword sequences / lexical bundles / learner corpus research |
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| 研究実績の概要 |
We have completed the initial phase of analyzing lexical bundles (LBs). The study has identified a list of the 119 most frequently used word combinations, which are mainly comprised of three- and four-word units. A series of one-way ANOVAs indicated significant difference in four LB measures across proficiency levels (IELTS 6.5-7.5). Additionally, the study found positive correlations between three LB measures (including longer sequences) and IELTS scores. This suggests that speakers who produced LBs of various lengths tend to score higher on their oral presentations. Moreover, the study found a correlation between the use of longer sequences (three to five words) and the frequency of mid-clause pauses. This suggests that speakers who produced longer sequences spoke more fluently.
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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
We collected spoken and written data (audio recordings and essays) from 150 participants, with 50 participants at each proficiency level (IELTS 6.5-7.5). We conducted fluency measurements and initial analysis of LBs in the spoken data. We performed statistical analyses, such as one-way ANOVAs and correlational analyses, and discovered some encouraging findings. To date, we have presented our results at five international conferences.
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| 今後の研究の推進方策 |
In our future research, we plan to: (a) adapt our methodology to identify a greater number of useful LBs and core constructions; (b) investigate the LB-fluency relationship using our refined methodology, with a larger sample size, and across various academic disciplines and proficiency levels; (c) explore LB usage variation based on functional classification; (d) use a checklist with L1 speaker judgement to more accurately identify and classify formulaic language in our learner corpus; (e) analyze the use of LBs and core constructions in dialogic mode (in seminar discussions) across different proficiency levels.
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| 次年度使用額が生じた理由 |
We did not collect as much data as we had originally planned last year.
We plan to use the carried-over funds for more data collection, processing and analysis as well as presentation of results in the next year.
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