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教授ツールとしてのポートフォリオ活用による英語表現(英作文・スピーチ)学習の効果 : 看護学生を対象にshow and tell手法を用いた試み
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日本人EFL学習者の英語学習方略に関する研究(11) : 高校生が用いる英語力別メタ認知方略と関連諸要因との比較
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Abstract:
本研究の目的は，第一に日本人EFL学習者（高校生）が用いているメタ認知方略と関連諸要因は英語力別により差があるのかどうかを明らかにすることであり，第二に英語力別にみるとメタ認知方略の使用を喚起するのはどの要因であるのかを明らかにすることである。1999年4月に新潟県の公立高校3年生151名を対象に，約15分で集団調査を実施した。その集計結果を基に既にメタ認知方略2因子，学習スタイル2因子，性格特性5因子，動機づけ4因子を抽出した（北條，2000）。ここではさらに回帰分析，分散分析を行い，メタ認知方略と関連諸要因との関連や，英語力別による違いを検討した。その結果，英語力上位群は主に動機づけによりメタ認知方略の使用を喚起されるのに対して，英語力下位群は性格特性によりメタ認知方略使用が喚起されていることが明らかになった。 ; Little research has been done on the relationship between the meta-cognitive strategies and other factors considering different levels of learners; students with higher English ability and those with poorer ability. The main purpose of this study is to investigate whether any difference can be seen between better learners and poorer learners in the use of meta-cognitive strategies and other factors related to the strategies of Japanese EFL high school students. The second purpose of this study is to compare how each meta-cognitive strategy was evoked by the factor related, such as learning style, personality and motivation. First, data on the factors mentioned above were gathered from one hundred and fifty-one third year high school students in April of 1999 using a questionnaire consisting of forty items total. Secondly, the data were analyzed by factor analysis,extracting 2 factors for meta-cognitive strategies, while 2, 5 and 4 factors were extracted for learning style, personality and motivation respectively. Thirdly, analysis of variance was administered to all the factors extracted above, showing that only one meta-cognitive strategy was used more frequently by better learners, while 3 factors of motivation showed significant difference and tendencies between the two groups. Finally, regression analysis proved that the use of each meta-cognitive strategy was evoked by different factors of learning style, personality and motivation. The use of each meta-cognitive strategy by better learners was mostly related to motivation factors, while the use of the strategies by poorer learners was mostly related to learning styles and personality factors.
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Keyword:
English education; ETYP:教育関連論文; language education; learning strategy; learning style; meta-cognitive strategies; motivation; personality; SSUB:英語; STYP:高等学校; メタ認知方略; 動機づけ; 学習スタイル; 学習方略; 性格特性; 英語教育; 語学教育
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URL: https://juen.repo.nii.ac.jp/?action=repository_action_common_download&item_id=4593&item_no=1&attribute_id=22&file_no=1
http://hdl.handle.net/10513/144
https://juen.repo.nii.ac.jp/?action=repository_uri&item_id=4593
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