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Transitions of learner strategy use : how do learners use different learner strategies at various times of learning
https://doi.org/10.15020/00001040
https://doi.org/10.15020/0000104060d548b1-3dfa-4c04-a14f-c72ccf361f7f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AN00000289-20100726-183.pdf (3.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2010-07-26 | |||||
| タイトル | ||||||
| タイトル | Transitions of learner strategy use : how do learners use different learner strategies at various times of learning | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 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 | |||||
| ID登録 | ||||||
| ID登録 | 10.15020/00001040 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
藤村, まゆみ
× 藤村, まゆみ× 滝澤, 伊都子× 若本, 夏美× FUJIMURA, Mayumi× TAKIZAWA, Itsuko× WAKAMOTO, Natsumi |
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| 著者 所属 | ||||||
| 値 | 大阪府箕面市立第四中学校教諭 | |||||
| 著者 所属 | ||||||
| 値 | 同志社女子大学大学院科目等履修生 | |||||
| 著者 所属 | ||||||
| 値 | 同志社女子大学表象文化学部英文学科 | |||||
| 著者所属(翻訳) | ||||||
| 値 | - | |||||
| 著者所属(翻訳) | ||||||
| 値 | - | |||||
| 著者所属(翻訳) | ||||||
| 値 | Doshisha Women's College of Liberal Arts, Faculty of Culture and Representation, Department of English | |||||
| 著者 外部リンク | ||||||
| 表示名 | 同志社女子大学研究者データベース - 若本夏美 | |||||
| URL | http://research-db.dwc.doshisha.ac.jp/rd/html/japanese/researchersHtml/1981/1981_Researcher.html | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study was prompted by a question about how learners learn differently in various periods of learning: at the beginning of, in the middle of, or nearly at the end of their learning. In this sense, learner strategies and motivations are supposed to be appropriate learners' factors to get insight into the process of English learning. For that purpose, we investigated the characteristics of three kinds of Japanese learners of English as our research participants: junior high school, high school, and university students. The newly designed strategy and motivation questionnaires were employed as instruments, which were revised several times through discussion of researchers and the pilot study. Results indicated that different strategies were used by the three kinds of learners, which are assumed to have close relationship with the goals of their learning. At the same time, common strategies were consistently used among those learners. This study shows that as English learning goes on, learners select the most effective strategies to achieve their goals. An implication of this study is that teachers should be also aware of learners' strategy use for effective language teaching. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 論文 | |||||
| 書誌情報 |
Asphodel 巻 45, p. 183-207, 発行日 2010-07-26 |
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| 出版地 | ||||||
| 出版者 | 京都 | |||||
| 出版者 | ||||||
| 出版者 | 同志社女子大学英語英文学会 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 02857715 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00000289 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| ID | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | AN00000289-20100726-183 | |||||
