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Japanese High School Studentsu27 Metacognitive Awareness of EFL Reading : The Effect of Grade Difference

机译:日本高中生阅读英语的元认知意识:年级差异的影响

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摘要

This study investigates Japanese senior high school readersu27 metacognitive awareness or judgements about their reading ability and strategies in EFL to explore the effect of differences in grade level or the number of years of target language experience on their metacognitive awareness or perceptions of reading ability and reading strategies. The results revealed that there was a significant difference in only one of five factors identified, i.e., u27studentsu27 perceptions of top-down strategiesu27 between Japanese 1st-year and 3rd-year high school students. The 3rd-year high shoo1 students(n =97)showed a higher score for their awareness of global strategies than the 1st-year high school students(n =131). The two groups did not significantly differ in their perceptions of the other four factors.
机译:这项研究调查了日本高中读者的元认知意识或他们对英语阅读能力和策略的判断,以探讨年级水平或目标语言经验年数的差异对其元认知能力或阅读能力和认知的影响。阅读策略。结果表明,日本1年级和3年级高中生之间发现的五个因素中,只有一个具有显着差异,即,学生对自上而下策略的理解。高三级学生(n = 97)显示出比一年级高中生(n = 131)更高的全球战略意识得分。两组对其他四个因素的看法没有显着差异。

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  • 作者

    Hirano Kinue;

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  • 年度 1999
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  • 原文格式 PDF
  • 正文语种 en
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