Clarifying the Process of Metacognitive Strategy Learning and Establishing Learner Support Model

明确元认知策略学习过程并建立学习者支持模型

• 批准号: 21720213
• 负责人: IKEDA Maiko
• 金额: $ 1.25万
• 依托单位: Kansai University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Young Scientists (B)
• 财政年份: 2009
• 资助国家: 日本
• 起止时间: 2009 至 2010
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21720213/
• 关键词: 自己調整学習; 外国語学習方略; メタ認知; 学習者支援; 英語; 英語教育学

This study qualitatively clarified the process of learners' becoming autonomous by obtaining metacognitive strategies and knowledge. It was found that, together with a strategy intervention, learners needed additional encouragement by peer or other teachers as well as strong motivation or interest in learning the metacognitive strategies and knowledge. Furthermore, lack of strong encouragement until habit formation, cost of incorporating the strategies taught, and their misunderstanding of the intervention was identified as possible obstacles against learners' use of metacognitive strategies taught. Based on these findings, effectiveness of group activities in the strategy intervention was also investigated. The results found that an in-class group work which is well linked with individual study outside of the class facilitates learners' use of metacognitive strategies and knowledge and therefore self-regulated learning. Finally, this study also summarized the methodology for qualitative research with details of data collection, analysis, and presentation.

本研究定性地阐明了学习者通过获得元认知策略和元认知知识而成为自主学习者的过程。研究发现，在策略干预的同时，学习者需要同伴或其他教师的额外鼓励，以及学习元认知策略和知识的强烈动机或兴趣。此外，缺乏强有力的鼓励，直到习惯的形成，将所教的策略的成本，以及他们的误解的干预被确定为可能的障碍，对学习者使用元认知策略教。在此基础上，本研究还探讨了小组活动在策略干预中的有效性。研究结果发现，课堂小组活动与课外个人学习紧密结合，有利于学习者运用元认知策略和知识，从而促进自主学习。最后，本研究也总结了质性研究的方法，包括资料的收集、分析与呈现。

项目成果

Cooperative Learning for "Other"-regulated Learning

“其他”调节学习的合作学习

• 发表时间: 2011
• 期刊: Proceedings of the Japan Association of College English Teachers (JACET) 50th Commemorative International Convention
• 作者: Ikeda;Maiko
• 通讯作者: Maiko

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What are possible obstacles against learners' incorporation of newly-learned metacognitive knowledge and strateiges

学习者融入新学的元认知知识和策略可能存在哪些障碍

• 发表时间: 2010
• 作者: Ikeda;M.
• 通讯作者: M.

質的研究

定性研究

• 发表时间: 2010
• 期刊: 英語リーディング指導ハンドブック(門田修平、野呂忠司、氏木道人(編著))
• 作者: Ikeda;Maiko;尾上 利美;池田真生子;尾上利美;池田真生子
• 通讯作者: 池田真生子

What are possible obstacles against learners' incorporation of newly-learned metacognitive knowledge and strategies?

学习者融入新学到的元认知知识和策略可能存在哪些障碍？

• 发表时间: 2010
• 作者: Ikeda;M.;田中博晃.;池田真生子
• 通讯作者: 池田真生子