| Project/Area Number |
13680314
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Ehime University |
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Principal Investigator |
NAKANISHI Makoto Ehime University, the department of education, assistant professor, 教育学部, 助教授 (10263881)
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| Project Period (FY) |
2001 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 2003: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2002: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
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| Keywords | writing pedagogy / text generation / awareness of the "reader" / 文章作成 / 文章生成過程 / 教科書作文教材 |
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| Research Abstract |
The objectives of the present study are to develop writing instruction theoretically motivated by research into text generation processes and to empirically examine the effects of such instruction.
This research has adopted the following procedures : (1)reviewing cognitive psychology research into text generation processes and surveying how writing instruction is currently conducted in the US ; (2)examining the materials for writing instruction included in the present Japanese primary school textbooks from the viewpoint of facilitating text generation processes ; and (3)investigating the effectiveness of new writing pedagogy for primary school students in which to raise their awareness of the "reader."
Based on a review of relevant cognitive psychology research and anexamination of Japanese textbooks for primary students, new writing pedagogy was developed and implemented, and its effects empirically examined. In this writing instruction, learners were encouraged to raise their awareness of the "reader。" The results has shown that (1)the writing instruction actually had its intended effects, especially for students with lower writing abilities ; (2)by reading what other students wrote and providing feedback, primary school students gradually improved their metacognitive awareness of the writing processes ; and (3)with the advancement of grades, students gradually showed different evaluation performance, and the fourth grade marked the point of qualitative change.
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