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ID 16200
file
title alternative
The Study of Metacognition in Reading Japanese as a Second Language
creator
Sato, Reiko
subject
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
NDC
Education
abstract
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.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 51
start page
275
end page
281
date of issued
2003-03-28
publisher
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
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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