第二言語(日本語)の読みにおけるメタ認知に関する一考察

The Study of Metacognition in Reading Japanese as a Second Language

佐藤 礼子

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

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

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.

メタ認知

読解ストラテジー

ストラテジートレーニング

第二言語

metacognition

reading strategies

strategy training

second language

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5554

[NCID] AA11618725