この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/16200
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 号
2003-03-28 発行
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
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.
About This Article
著者キーワード
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
Other Article
PP. 171 - 176