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ID 37962
file
title alternative
Effect of Formulating Questions on Reading Comprehension in Junior High School Students
creator
subject
リーディング
発問
メタ言語能力
reading comprehension
metalinguistic ability
formulating questions
NDC
Education
abstract
日々の授業実践において課題だと感じていることは,生徒に何が重要かを認識できるカを身に付けさせることである。この課題を克服するために必要なことは,生徒がもつメタ言語能力を活性化することだと考えられる。メタ言語能力とは,自分の知識や技能を客体化して語ることのできる能力であり,英語学習にとってはきわめて重要なものだと言える。本稿では,中学校3年生に発問をつくらせることが彼らの読解力にどのような影響を及ぼすのかを調査し,彼らのメタ言語能力を活性化させようという試みを報告した。発問づくりの実践前と後で読解力テストの正答率が上がった生徒や発問づくりを通して英語の文構造への意識が高まり,状況を推測することの重要性を認識できた生徒は存在したが,それらがすべて発問づくりの効果であることを示すことはできなかった。
abstract
One problem for junior high school students is the difficulty in identifying important content among the many matters learned during classes. Metacognitive or metalinguistic ability offers a means of dealing with this problem. Metalinguistic ability is the ability to be aware of one's own knowledge and skills, and is thought to be very important in learning foreign languages. In this study, we attempted to activate students' metalinguistic ability by getting them to formulate questions about a text they had just read. We concluded that some students were able to develop their reading comprehension ability in this way, but we were unable to determine a clear relationship between reading comprehension and formulating questions. However, many students enjoyed making questions and were able to develop their grammatical awareness and inferential ability in this way.
journal title
JOURNAL OF JUNIOR HIGH SCHOOL EDUCATION
volume
Volume 46
start page
87
end page
94
date of issued
2015-03-18
publisher
広島大学附属東雲中学校
issn
1344-1531
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Attached Schools
Graduate School of Education
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