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  1. 広島大学の刊行物
  2. 広島外国語教育研究
  3. 8号

タスクに取り組む際の学習行動の個人差

https://doi.org/10.15027/15398
https://doi.org/10.15027/15398
4ebaba8f-0254-4fc3-98ea-302d474d910f
名前 / ファイル ライセンス アクション
h-gaikokugokenkyu8_97.pdf h-gaikokugokenkyu8_97.pdf (564.5 KB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル タスクに取り組む際の学習行動の個人差
言語 ja
タイトル
タイトル Individual Differences in Task Engagement
言語 en
作成者 磯田, 貴道

× 磯田, 貴道

ja 磯田, 貴道

en Isoda, Takamichi

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
主題
主題Scheme NDC
主題 370
主題
主題Scheme NDC
主題 140
内容記述
内容記述 Drawing on a model of Self-Regulated Learning, this study describes individual differences in learning behavior with special reference to goal setting and strategy choice. Thirty-eight high school students worked on a listening task which the instructor intended as a practice in understanding the storyline of the passage. The learners listened to the recording twice, and they reported their choices of goals and strategies for each trial separately. This study posed a methodological difficulty because, unlike the common type of strategy research which looks into strategy use over a relatively long period of time by having learners reflect on their past learning, this study targeted the thought process happening in a particular learning setting. Since the use of a rating scale was not appropriate for measuring strategy use in a situation-specific manner, a check-list was used instead. Thus, the data was binary. In order to quantify the binary data, correspondence analysis was used. This method of analysis made it possible to classify the learners based on the differences in goal setting and strategy choice. The results revealed that, although the learners worked on the same task, their choices of goals and strategies were divergent. As for goals, for example, some learners intended to understand every detail, and some others tackled the task as a practice in sound perception. Strategy choice was also diverse. For example, some learners tried to catch all the words while others skipped the parts they were not able to catch. These results point to the idiosyncrasy of learner thought. Based on the results, implications for classroom instruction are discussed. Learner thought is invisible, and teachers might tend to think that their learners work on tasks the way the teacher intends them to. However, as the results of this study show, it is not the case.
言語 en
出版者
出版者 広島大学外国語教育研究センター
言語
言語 jpn
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.15027/15398
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1347-0892
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA11424332
開始ページ
開始ページ 97
書誌情報 広島外国語教育研究
Hiroshima Studies in Language and Language Education

号 8, p. 97-107, 発行日 2005-03-31
旧ID 15398
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