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Quantifying L2 vocabulary learners' changes in metacognitive khowledge: a pilot study
https://doi.org/10.34356/00000230
https://doi.org/10.34356/00000230814f133d-c052-491b-8c32-30ec20edcdee
名前 / ファイル | ライセンス | アクション |
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2010-09-10 | |||||
タイトル | ||||||
タイトル | Quantifying L2 vocabulary learners' changes in metacognitive khowledge: a pilot study | |||||
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 | 10.34356/00000230 | |||||
ID登録タイプ | JaLC | |||||
著者 |
Eloise, Pearson Hamatani
× Eloise, Pearson Hamatani |
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著者別名 | ||||||
姓名 | 濱谷, ピアソン エロイス | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The study described in this paper is a pilot study for the second part of a largerresearch project into the possible changes in metacognitive knowledge (Flavell, 1979) ofa group of learners due to the content of a year long course on L2 (specificallyEnglish) vocabulary learning and teaching. The previous study (Hamatani, 2008; 2009)traced the changes in the metacognitive knowledge of the learners in the course byemploying an open-ended, retrospective, self-report questionnaire, which was semistructuredand written. This study statistically confirms the results of that first studywhich indicated the possibility that the course contents along with practical applicationof those contents contributed to the changes apparent in the learners'metacognitiveknowledge. | |||||
出版者 | ||||||
出版者 | 都留文科大学 | |||||
書誌情報 |
都留文科大学研究紀要 en : 都留文科大学研究紀要 号 70, p. 15-32, 発行日 2009-10-20 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0286-3774 | |||||
NCID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00149431 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |