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Epistemic Emotions in Foreign Language Learning: Psychological Investigation and Pedagogical Inquiry

外语学习中的认知情感：心理调查与教学探究

基本信息

批准号：
22K00806
负责人：
金澤佑
金额：
$ 2.75万
依托单位：
Kwansei Gakuin 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-22K00806/
关键词：
Epistemic Emotion EFL Pedagogy Epistemicity Extensive Reading Spider Web Discussion Quality Talk P4ELT Deep Active Learning Foreign Language Higher Education Pedagogy Psychology

项目摘要

In the first fiscal year of 2022 (FY2022), the following progress was made. As for Psychological Investigation, data were collected about the epistemicity of academic word items, formulaic sequences, and emotional contexts of E-NAWL items, paving the way for experimental study. More were achieved for Pedagogical Inquiry. First, emotional tagging of extensive reading materials was initiated by continuously collecting learners' emotion responses to reading materials. Suggestions and spin-off analysis from the ongoing study were reported at the 30th Annual Conference of the Japan Society for Research on Emotions in Hyogo in May and at the 2nd Extensive Reading Around the World Conference on line in August. Second, new deep active learning pedagogies have been developed and implemented, utilizing cross-disciplinary theories and insights. This includes Spider Web approach, which was presented at the 61st Japan Association of College English Teachers International Convention on line in August; Quality Talk approach, which was presented at the 23rd International Conference and Workshop on TEFL & Applied Linguistics of English Teachers’ Association in Taipei/hybrid in November; and most notably, P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), which was presented at the 20th Biennial International Conference of the International Council of Philosophical Inquiry with Children in Tokyo/hybrid in August. As for Theoretical Inquiry/Philosophical Integration, a manuscript was submitted and published as a preprint about an alternative pragmatic model of emotions.

在2022年第一个财政年度(2022财年)，取得了以下进展。在心理调查方面，收集了E-NAWL条目的学术词项认识性、程式化序列和情感语境的数据，为实验研究铺平了道路。在教育调查方面取得了更多的成果。首先，通过不断收集学习者对阅读材料的情绪反应来启动泛读材料的情感标注。这项正在进行的研究的建议和副产品分析在5月份举行的第30届日本兵库情绪研究年会和8月份举行的第二届世界在线广泛阅读会议上得到了报告。第二，利用跨学科的理论和见解，开发和实施了新的深度主动学习教学法。这包括在8月第61届日本大学英语教师协会国际在线大会上介绍的蜘蛛网教学法；11月在台北/混合体英语教师协会关于英语教学和应用语言学的第23届国际会议和研讨会上介绍的优质谈话法；以及最引人注目的是，在8月在东京/混合体举行的国际儿童哲学调查委员会两年一次的国际会议上介绍的P4ELT(英语语言教学/教师/受训者哲学)。至于理论探究/哲学整合，提交并出版了一份手稿，作为关于另一种情感的实用主义模式的预印本。