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ID 50204
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title alternative
Effect of Teaching Expectancy on Essay Comprehension and Memorizing of an Advanced Class of Chinese Students Learning Japanese: An experimental test manipulating difficulty
creator
Zhang, Hefeng
subject
teaching expectancy
difficulty
metacognition
説明予期
難易度
メタ認知
abstract
This study analyzes the effect of teaching expectancy on the motivation of reading articles and examines what kind of articles can produce such an effect. This research aimed at advanced class of Chinese students learning Japanese, and the effect of the difficulty of the article on the expected effect of the article description is studied. By controlling the degree of difficulty of the article, and comparing the experimental group’s teaching expectancy and the control group’s summary expectancy, the following results were obtained. In the same relatively difficult article, the “teaching expectancy group” had a higher score than the “summary expectancy group.” In a simple article, the “summary expectancy group” had a tendency to score higher than the “teaching expectancy group.” It shows that when the article becomes moderately difficult, learners allocate metacognitive processing resources, carry out active reading, and promote literal article understanding and memorization.
journal title
Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education
issue
Issue 1
start page
230
end page
236
date of issued
2020-12-25
publisher
広島大学大学院人間社会科学研究科
issn
2436-0333
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2020 人間社会科学研究科
department
Graduate School of Humanities and Social Sciences
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