The effects of paired associate learning in university English classes: Instructional chunks and learner self-efficacy

大学英语课堂中配对学习的效果：教学块和学习者自我效能

• 批准号: 19K00878
• 负责人: Obermeier Andrew
• 金额: $ 2.41万
• 依托单位: Kyoto University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2019
• 资助国家: 日本
• 起止时间: 2019-04-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-19K00878/
• 关键词: EFL vocabulary; postive psychology; response time research; grit; deliberate learning; idiom learning; memorization; response time; implicit knowledge; deliberate learing; idioms; paired associates; vocabulary acquisition; response time data

The Principal Investigator (PI) conducted an experiment comparing digital flashcards that were either monolingual (English/English) or bilingual (English/Japanese) for vocabulary acquisition. The study involved 54 participants and assessed the effectiveness of using English meanings during flashcard learning for intermediate-level English language learners. Post-test data were collected for two separate learning sessions. Vocabulary size data and learning results data were also collected. This study's results can inform language learning strategies for Japanese students transitioning from beginner to intermediate proficiency levels. Specifically, he hypothesized that using English meanings for memorization could enhance vocabulary acquisition and English fluency development. The PI will present findings at Vocabulary@Victioria in Wellington, New Zealand, in December 2023 and publish them in a relevant international journal to contribute insights on optimizing flashcard learning methods for vocabulary acquisition.The Co-Investigator's research focused on investigating positive aspects of language learning and the role of positive psychology in promoting language learning outcomes. His work challenged the traditional "deficit orientation" of educational research by exploring factors such as enjoyment in learning and academic resiliency (also known as grit), which have been shown to predict positive learning outcomes. In addition, he advised other researchers to conduct research related to positive psychology in the context of studying abroad.

主要研究者（PI）进行了一项实验，比较了单语（英语/英语）或双语（英语/日语）数字抽认卡的词汇习得。该研究涉及54名参与者，并评估了在中级英语学习者的抽认卡学习过程中使用英语意义的有效性。测试后的数据收集了两个独立的学习课程。词汇量数据和学习结果数据也被收集。本研究的结果可以为日本学生从初级到中级的语言学习策略提供参考。具体来说，他假设使用英语意义记忆可以提高词汇习得和英语流利性的发展。主要研究者将于2023年12月在新西兰惠灵顿举行的Vocabulary@Victioria上发表研究结果，并在相关的国际期刊上发表，为优化词汇学习的抽认卡学习方法提供见解。共同研究者的研究重点是调查语言学习的积极方面以及积极心理学在促进语言学习效果方面的作用。他的工作挑战了教育研究的传统“赤字取向”，探索了学习乐趣和学术弹性（也称为砂砾）等因素，这些因素已被证明可以预测积极的学习成果。此外，他建议其他研究人员在出国留学的背景下进行与积极心理学相关的研究。