日本語授業における学習者のメタ認知の分析
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千葉大学大学院人文社会科学研究科研究プロジェクト報告書第238集『接触場面・参加者・相互行為 - 接触場面の言語管理研究 vol.9』 村岡英裕 編"Contact Situations, Participants, and Interactions : Language Management in Contact Situations vol.9" Report on Research Project No.238It has been more than 30 years since the notion of metacognition was first introduced byFlavell (1976). But there is a flaw in the research of metacognition, specifically about the research in the L2 classroom. The difficulty of metacognition is due to the fact that it has many constructs and there is not a strict frame to systematize each construct.This paper consists of two main parts. In the first part, it describes the research overviewsof metacognition. Using Efklides(2011)'s Task Processing Model and Nelson&Narens(1990)'sTheoretical Framework of Metacognition, this paper will explore a new task processing framework on the study of the metacognition in the L2 classroom.The second part focuses on one phenomena of metacognition named FOF (feeling offamiliarity). First, it uses the new task processing framework to analyze one participant's data. Based on the results of the analysis, there is an indication that one possible role of FOF in the metacognition process could be associated to the resource of planning. In addition, the metacognitive knowledge which is linked to FOF has been found to be in a conditional, complex form. Finally, the feature of information connected to FOF has been surmised to be related to the individual characteristics of the participant.
- 千葉大学大学院人文社会科学研究科の論文
- 2011-02-28
千葉大学大学院人文社会科学研究科 | 論文
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