EFLリーディングにおける論理関係のメタ認知活性化について

スポンサーリンク

概要

• 論文の詳細を見る

• The purpose of the present study is to investigate the relationship between EFL reading comprehension and readers' metacognition, focusing on the latter's variation in terms of locations within texts, types of metacognitive knowledge, the manners of text presentation, readers' proficiency, and readers' awareness of logical connectives. The obtained results show that the participants' metacognition was activated more strongly for word meanings and sentence structures than for logical connectives and background knowledge, that participants' metacognition was activated more strongly for the beginning parts of the texts, and that highlighting logical connectives was found to help readers of high proficiency to activate their metacognition even at the latter parts of the texts. Based on these findings, pedagogical implications will be presented for the teaching of EFL reading comprehension.

• 全国英語教育学会の論文

著者

• 伊東 治巳

  Naruto University Of Education

• 大薗 修一

  Hyogo University Of Teacher Education

関連論文

• EFLリーディングにおける論理関係のメタ認知活性化について
• 英語のリスニングとリーディングの間の理解度の差の分析(第2言語習得論、英語学力論)
• 論理的連結詞がEFLリーディングに及ぼす影響についての実証的研究

スポンサーリンク