权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Examining the Effects of Task-Based Language Teaching in Japanese EFL University Classes

考察日本英语大学课堂中任务型语言教学的效果

基本信息

批准号：
22K00685
负责人：
カトローニピノ
金额：
$ 2.08万
依托单位：
Nagasaki University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2022
资助国家：
日本
起止时间：
2022-04-01 至 2026-03-31
项目状态：
未结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00685/
关键词：
speaking skills EFL task-based learning WTC learner autonomy student-centered self-regulation motivation タスクベースの言語指導 TBLT PPP指導 Japanese EFL University

项目摘要

In the first year of our project, we managed to accomplish the majority of our goals and appear to be on the schedule we put forth in our proposal. To review, in the first year of our project, we managed to conduct a pilot study to help us move forward. In this project, we wanted to explore our data collection and data analysis techniques. Since the analysis to analyze speaking output that we are planning to use in our research project is quite complex, a pilot study was useful to fine-tune some of the methods we are planning to implement in the main study. In this pilot study, each of the eight participants was given an assessment at two points in time: within five days of treatment beginning (Pre-test), approximately twelve weeks later, i.e., within five days of treatment ending (Post-test). Each of these assessments involved participating in a dyadic conversation with a classmate, completing two questionnaires (designed to assess willingness to communicate in English and learner autonomy), and being interviewed. The treatment involved having students transcribe the video-recorded conversations they were in. After the pre-test, the instructor will take the students through a series of steps that teaches them how to methodically analyze the video and speech transcripts in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Upon breaking down their performances with the instructor, participants were able to clearly identify their strengths and weaknesses and, ultimately, create well-defined goals for themselves moving forward.

在我们项目的第一年，我们成功地完成了大部分目标，并且似乎在我们提案中提出的时间表上。回顾一下，在我们项目的第一年，我们设法进行了一项试点研究，以帮助我们向前迈进。在这个项目中，我们希望探索我们的数据收集和数据分析技术。由于我们计划在我们的研究项目中使用的分析口语输出的分析是相当复杂的，一个试点研究是有用的微调我们计划在主要研究中实施的一些方法。在这项初步研究中，8名参与者中的每一位都在两个时间点进行了评估：治疗开始后5天内（预测试），大约12周后，即，治疗结束后5天内（试验后）。这些评估中的每一个都涉及参与与同学的二元对话，完成两份问卷（旨在评估用英语交流的意愿和学习者自主性），并接受采访。治疗方法包括让学生转录他们所参与的视频记录对话。在预测试之后，教师将带领学生完成一系列步骤，教他们如何从流畅性（时间和犹豫），句法复杂性，词汇复杂性和准确性方面有条不紊地分析视频和语音记录。在与教练一起分解他们的表现后，参与者能够清楚地识别他们的优势和劣势，并最终为自己制定明确的目标。