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Development of Instructional Materials and Teachability of Learning Strategies to EFL Japanese Learners

EFL 日语学习者教学材料的开发和学习策略的可教性

基本信息

批准号：
12680206
负责人：
HOJO Reiko
金额：
$ 1.09万
依托单位：
Joetsu University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

项目摘要

The purposes of this study are : 1) to select teachable learning strategies for Japanese EFL learners in Order to produce instructional materials and 2) to clarify if the selected strategies are effective or not.In 2000, the first year of this research study, vocabulary learning strategies as well as metacognitive strategies were judged to be teachable to Japanese EFL students, based on the results of preceding research studies conducted by the author. With these strategies, instructional materials were produced. From January to March in 2001, 119 public high school students in Tokyo participated in the experiment. The students were divided into three groups. They consisted of two experimental groups and one control group. The one experimental group (N=38) were taught only vocabulary learning strategies, while the other group (N=40) were taught vocabulary learning strategies with metacognitive strategies. The effect of teaching the strategies was measured by a vocabulary test and the effect of metacognitive strategies by pre and post questionnaires of a 5 point Likart type scale. Data were analyzed by ANOVA. The results proved: 1) The scores of the vocabulary tests improved when vocabulary learning strategies were taught along with metacognitive strategies; 2) For the learners of lower vocabulary level, vocabulary learning strategies alone could be effective, though both types of strategies could be also effective; 3) No difference were found between boys and girls in the effectiveness of teaching strategies. Thus, this research study found that the strategies selected in the study are teachable.

本研究的目的是：1)为日本英语学习者选择可教的学习策略，以便制作教学材料；2)澄清所选择的策略是否有效。在2000年，也就是本研究的第一年，根据作者之前的研究结果，词汇学习策略和元认知策略被认为是日本英语学生可以学习的。根据这些策略，制作了教学材料。2001年1月至3月，东京119名公立高中学生参加了实验。学生们被分成三组。他们分为两个实验组和一个对照组。其中一组（N=38）只学习词汇学习策略，另一组（N=40）学习元认知策略的词汇学习策略。通过词汇测试和元认知策略的教学效果，分别采用李克特5分量表进行前后问卷调查。数据采用方差分析。结果表明：1)词汇学习策略与元认知策略相结合，提高了学生词汇测试成绩；2)对于词汇水平较低的学习者，单独使用词汇学习策略是有效的，但两种策略都可能有效；3)男生和女生在教学策略的有效性上没有差异。因此，本研究发现，研究中选择的策略是可教的。