書誌事項
- タイトル別名
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- The Study of Metacognition in Reading Japanese as a Second Language
- ダイ2 ゲンゴ ニホンゴ ノ ヨミ ニ オケル メタ ニンチ ニ カンスル イチ コウサツ
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説明
This paper overviews selected theoretical and research literature on metacognition in order to suggest improvements to the way learners are taught to read. I describe two aspects of metacognition, knowledge of cognition (metacognitive awareness) and regulation of cognition (planning, monitoring, evaluating), and how they are related to their reading comprehension. The results of metacognition research suggest that learners who are more aware of the way they read have a higher level of reading proficiency, and that explicit metacognitive strategy training, promoting awareness about comprehension and reading strategies, is effective in enhancing learners' reading comprehension. Teachers also can help learners identify their own current reading strategies through such verbal-report techniques as discussion, interviewing, questioning.
収録刊行物
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- 広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域
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広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域 51 275-281, 2003-03-28
広島大学大学院教育学研究科
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キーワード
詳細情報 詳細情報について
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- CRID
- 1390009224852700032
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- NII論文ID
- 110000971513
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- NII書誌ID
- AA11618725
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- ISSN
- 13465554
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- DOI
- 10.15027/16200
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- NDL書誌ID
- 6499532
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- IRDB
- NDL
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用可