Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English

被引：0

作者：

Werner, Robert J. ^{[1
]}

Kobayashi, Yu ^{[2
]}

机构：

[1] Kanda Univ Int Studies, Chiba, Japan

[2] Koyamadai Elementary Sch, Tokyo, Japan

来源：

STUDIES IN SELF-ACCESS LEARNING JOURNAL | 2015年 / 6卷 / 04期

关键词：

self-access; metacognitive awareness; Japan; elementary school; gaming;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper discusses theory and practice related to self-access and metacognitive awareness in young learners. While still an emerging field, the paper presents several studies that describe young learners' self-access through playing online multi-player digital games, watching TV/films, and reading various types of texts. The teaching of metacognitive awareness, or 'learning how to learn', is also discussed, and examples illustrate how this knowledge is applied to learning both in class and beyond. The latter part of this paper describes elementary English instruction in Japan and includes practical applications of learning how to learn through examples from a Japanese sixth grade English class. The students discuss motivating factors beyond the classroom, how they access metacognitive knowledge, and strategies they apply to better learn English.

引用

页码：399 / 412

页数：14