WEKO3
アイテム
The Effect of a One-Year Difference on Japanese High School Students' Metacognitive Awareness of EFL Reading
http://hdl.handle.net/10513/316
http://hdl.handle.net/10513/316ba103155-8c5c-4427-bdd3-9f1d76fb6d40
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kiyo19_1-01.pdf (610.7 kB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2009-05-25 | |||||||
| タイトル | ||||||||
| タイトル | The Effect of a One-Year Difference on Japanese High School Students' Metacognitive Awareness of EFL Reading | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | metacognitive awareness | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | EFL reading | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | reading strategies | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | target language experience | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | ETYP:教育関連論文 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | STYP:高等学校 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | SSUB:英語 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
Hirano, Kinue
× Hirano, Kinue
|
|||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study investigates whether a one-year difference in EFL target language experience affects Japanese senior high school readers' metacognitive awareness or judgements about their reading ability and strategies and explores to what extent the metacognitive awareness of the same students changes according to an additional year of language experience. The subjects consisted of 120 Japanese senior high school students. They were given the same questionnnaire of metacognitive awareness in December, 1998 that they had taken in December, 1997. The results revealed that whether the students increased in target language experience by one year or not, no significant difference was found beteween the two grades in terms of their confidence in the use of top-down strategies, and repair strategies. Furthermore, the students' perceptions of effective global, or top-down strategies did not increase after one year, while those of effective local or bottom-up strategies tended to decrease in the second year. The students showed a higher score for their awareness of effective global strategies both in the tenth and eleventh grades than that of local strategies. Concerning difficultycausing items, the students perceived local items as less difficult in the eleventh grade than in the tenth grade, although they did not significantly differ in their perceptions of difficultycausing global strategies between the two grades. Besides, the students perceived global items as more difficult than local items in each grade. | |||||||
| 書誌情報 |
上越教育大学研究紀要 巻 19, 号 1, p. 1-13, 発行日 1999-09 |
|||||||
| 出版者 | ||||||||
| 出版者 | 上越教育大学 | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 0915-8162 | |||||||
| 論文ID（NAID） | ||||||||
| 関連タイプ | isIdenticalTo | |||||||
| 識別子タイプ | NAID | |||||||
| 関連識別子 | AN10284863 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
