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アイテム
GOALS AND PREFERRED LEARNING STYLES OF JAPANESE UNIVERSITY ENGLISH MAJORS
https://iuj.repo.nii.ac.jp/records/819
https://iuj.repo.nii.ac.jp/records/819c0c3e146-8cf9-4392-b003-13e36a8a3bda
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2011_3_iuj2_07 (2.4 MB)
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| Item type | 会議発表論文 / Conference Paper(1) | |||||||||
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| 公開日 | 1991-03-01 | |||||||||
| タイトル | ||||||||||
| タイトル | GOALS AND PREFERRED LEARNING STYLES OF JAPANESE UNIVERSITY ENGLISH MAJORS | |||||||||
| タイトル | ||||||||||
| タイトル | GOALS AND PREFERRED LEARNING STYLES OF JAPANESE UNIVERSITY ENGLISH MAJORS | |||||||||
| 言語 | en | |||||||||
| 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_5794 | |||||||||
| 資源タイプ | conference paper | |||||||||
| 著者 |
Gieve, Simon
× Gieve, Simon
× Gieve, Simon
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | A review of the learning styles literature finds that the question of the relative importance of cognitive style, especially field dependence / field independence, to variation in language proficiency gains has not yet been fully resolved. The question of matching student and teacher cognitive styles in language programmes has been raised most recently by Willing (1988). There seem to be some differences between Japanese and other students in research reports, and it is suggested that Japanese learners do not fit easily into FD/FI classifications. A questionnaire survey of goals and learnig style preferences was administered to 157 low level female collge and 75 male and female high level University English students, following Willing (1988). The qusetionnaires were administered by both Japanese and native speaker teachers; the junior College students responded significantly differently according tio the administrator on many of the items. Profiles of student goals and learning preferences were constructed, and significant differences between the two groups of students were found. Students were separated by cluster analysis into five motivational groups. Factor analysis of learning style preferences found a pattern of responses which suggested that cognitive style was not the only source of variation. It is suggested that there is an environmentally derived element in learning styles preferences, stemming from students' reactions to the curriculum they have been offered, because the Japanese school and college English curriculum does not meet students' communicative aspirations. It is possible that there is a further dimension to learning styles survey responses apart from the cognitive style and personality effects suggested by Willing. | |||||||||
| 書誌情報 |
en : Proceedings of the conference on second language research in Japan 発行日 1991-03-01 |
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