Strategy Self-Verbalization During Remedial Listening Comprehension Instruction
Strategy Self-Verbalization During Remedial Listening Comprehension Instruction
复制标题
听力理解教学中的自言自语策略
DOI：
10.1080/00220973.1984.10806361
复制
发表时间：
1984
影响因子：
2.2
通讯作者：
J. Rice
中科院分区：
文献类型：
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作者：
D. Schunk;J. Rice
该实验研究了策略自我言语化对儿童自我效能和听力理解的影响。二年级至四年级有语言障碍的儿童接受听力理解指导。每个年级有一半的孩子在将策略应用于问题之前先用语言表达出明确的策略。策略自我言语化提高了各年级的自我效能感，并提高了三、四年级学生的表现，但对二年级学生没有好处。未来的研究应该将自我语言化策略应用于其他语言技能，并探索隐性衰退的影响。
This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy self-verbalization to other language skills and should explore the effects of covert fading.
世界卫生组织新分类的变化 - 呼吸系统 -
DOI：
--
发表时间：
2021
期刊：
影响因子：
--
作者：
Y. Yamashita;T. Kato;H. Kosako;S. Iwabuchi;K. Tanaka;K. Nakashima;I. Sasaki;S. Hashimoto;K. Ohshima;T. Kaisho;T. Sonoki;S. Tamura.;谷田部 恭
通讯作者：
谷田部 恭