2025-10-06 早稲田大学
Web要約 の発言:
(図1)fNIRS測定と学習タスクのセットアップ (a) 学習者が取り組んだコミュニケーション課題。学習者Aは防犯カメラの画像(Sheet A)の内容を英語で説明し、学習者Bはその情報を図(Sheet B)にまとめる。 (b) 2名の学習者がペアになり、向かい合ってタスクに取り組む実験風景。 (c) 頭部にfNIRS装置を装着した様子。 (d) fNIRSで測定した脳活動の感度が高い領域(青から赤になるほど感度が高い)。本研究では、言語処理に関わる左側方前頭前野と、社会性に関わる内側前頭前野の活動を分析した。
<関連情報>
- https://www.waseda.jp/inst/research/news/82006
- https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/timing-matters-for-interactive-taskbased-learning/53C77868650387BEC05DD9D9995D0F01
インタラクティブなタスクベースの学習ではタイミングが重要 語彙練習が多語表現の学習と神経同期に及ぼす影響 Timing matters for interactive task-based learning Effects of vocabulary practice on learning multiword expressions and neural synchronization
Yuichi Suzuki,Takayuki Nozawa,Takumi Uchihara,Sachiko Nakamura,Atsuko Miyazaki and Hyeonjeong Jeong
Studies in Second Language Acquisition Published:06 October 2025
DOI:https://doi.org/10.1017/S0272263125101290
Abstract
To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based interaction, hyperscanning with fNIRS was used to measure inter-brain synchronization (IBS). Results showed that pre-task vocabulary practice led to greater learning, while post-task practice resulted in higher IBS in the brain region underlying language processing. Better vocabulary practice performance predicted more automatic use of multiword expressions in the post-task condition. IBS in the brain regions underlying social cognition and language processing predicted multiword learning. These findings reveal how practice timing influences neural synchronization and language acquisition, highlighting the importance of balancing lexical learning with communication processes in task-based language teaching.
