| Project/Area Number |
22520619
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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 |
Foreign language education
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| Research Institution | Hokkai-Gakuen University (2012)
Ehime University (2010-2011) |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
NAKAYAMA Akira 愛媛大学, 教育学生支援機構, 准教授 (70364495)
HIROMORI Tomohito 明治大学, 国際日本学部, 准教授 (30448378)
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 方略的介入 / 読解方略 / 動機づけ / 学習観 / 個人差要因 / 因果プロセス / 方略変容 / 各要因の発達 |
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| Research Abstract |
In this study, we investigated the relationships among strategy use, motivation, and general learner beliefs in L2 reading by implementing teaching practices including a strategy intervention. The results indicated that there are significant relationships among strategy use, motivation, and general learner beliefs in L2 reading, and that strategy intervention can have a positive influence on motivation and beliefs as well as on reading proficiency. It was also shown that the development and interaction of these individual difference factors differ among L2 readers according to their individual difference profiles.
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