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      예비 초등영어교사들의 영어학습 전략체계의 구성과 사용 = Preservice primary English teachers’ construction and use of strategy systems in learning English

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      https://www.riss.kr/link?id=A82592707

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      다국어 초록 (Multilingual Abstract)

      This study aimed at discovering how preservice primary English teachers systematically constructed and used metacognitive knowledge, metacognitive strategies, and cognitive strategies and what contexts came into play in their use of strategy systems. Four teachers college students in an English education program participated in this study. Their English-learning journals and a group interview comprised the data of the study. Analysis of the data revealed that the participants showed both differences and commonalities in the way they formed and used their strategy systems. In a highly organized learner, metacognitive knowledge, metacognitive strategies, and cognitive strategies were found to be linked together and used coherently, consistently, and reflectively; in the less organized learners, the three components were found to be used less so. It was also found that examining the social contexts surrounding the learners could give a better understanding of their construction and use of strategy systems. This study has a few implications for teaching and future research into strategies.
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      This study aimed at discovering how preservice primary English teachers systematically constructed and used metacognitive knowledge, metacognitive strategies, and cognitive strategies and what contexts came into play in their use of strategy systems. ...

      This study aimed at discovering how preservice primary English teachers systematically constructed and used metacognitive knowledge, metacognitive strategies, and cognitive strategies and what contexts came into play in their use of strategy systems. Four teachers college students in an English education program participated in this study. Their English-learning journals and a group interview comprised the data of the study. Analysis of the data revealed that the participants showed both differences and commonalities in the way they formed and used their strategy systems. In a highly organized learner, metacognitive knowledge, metacognitive strategies, and cognitive strategies were found to be linked together and used coherently, consistently, and reflectively; in the less organized learners, the three components were found to be used less so. It was also found that examining the social contexts surrounding the learners could give a better understanding of their construction and use of strategy systems. This study has a few implications for teaching and future research into strategies.

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      목차 (Table of Contents)

      • Ⅰ. 연구의 필요성 및 연구문제
      • Ⅱ. 이론적 배경 및 선행연구
      • Ⅲ. 연구방법
      • Ⅳ. 발견 및 논의
      • Ⅴ. 결론 및 제언
      • Ⅰ. 연구의 필요성 및 연구문제
      • Ⅱ. 이론적 배경 및 선행연구
      • Ⅲ. 연구방법
      • Ⅳ. 발견 및 논의
      • Ⅴ. 결론 및 제언
      • 참고 문헌
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      참고문헌 (Reference)

      1 오준일, "태도와 성별이 영어 학습 책략 사용에 미치는 영향" 51 (51): 35-54, 1996

      2 이병민, "외국어 교육에서 학습자 변인으로서 언어학습 전략: 연구 동향 및 방향" 국제한국어교육학회 14 (14): 11-288, 2003

      3 조현희, "예비 초등영어교사의 영어학습에 대한 신념의 양상" 한국현대영어영문학회 53 (53): 213-238, 2009

      4 박영예, "대학생들의 학습전략,학습스타일,학습자 변인간의 상관관계에 대한 분석" 54 (54): 281-308, 1999

      5 Wenden, A, "What do second-language learners know about their languagelearning?: A second look at retrospective accounts" 7 (7): 186-205, 1986

      6 Takeuchi, O, "What can we learn from good language learners?”" 31 (31): 385-392, 2003

      7 Yang,N.-D, "The relationship between EFL learners’ beliefs and learning strategyuse" 27 : 515-535, 1999

      8 Chamot, A. U, "The learning strategies of ESL students. In Learner strategies in language learning" PrenticeHall 71-83, 1987

      9 Van Lier,L, "The classroom and the language learner: Ethnography and thesecond-language classroom research" Longman 1988

      10 Horwitz, E. K, "Surveying student beliefs aboout language learning. In Learner strategies in language learning" PrenticeHall 119-129, 1987

      1 오준일, "태도와 성별이 영어 학습 책략 사용에 미치는 영향" 51 (51): 35-54, 1996

      2 이병민, "외국어 교육에서 학습자 변인으로서 언어학습 전략: 연구 동향 및 방향" 국제한국어교육학회 14 (14): 11-288, 2003

      3 조현희, "예비 초등영어교사의 영어학습에 대한 신념의 양상" 한국현대영어영문학회 53 (53): 213-238, 2009

      4 박영예, "대학생들의 학습전략,학습스타일,학습자 변인간의 상관관계에 대한 분석" 54 (54): 281-308, 1999

      5 Wenden, A, "What do second-language learners know about their languagelearning?: A second look at retrospective accounts" 7 (7): 186-205, 1986

      6 Takeuchi, O, "What can we learn from good language learners?”" 31 (31): 385-392, 2003

      7 Yang,N.-D, "The relationship between EFL learners’ beliefs and learning strategyuse" 27 : 515-535, 1999

      8 Chamot, A. U, "The learning strategies of ESL students. In Learner strategies in language learning" PrenticeHall 71-83, 1987

      9 Van Lier,L, "The classroom and the language learner: Ethnography and thesecond-language classroom research" Longman 1988

      10 Horwitz, E. K, "Surveying student beliefs aboout language learning. In Learner strategies in language learning" PrenticeHall 119-129, 1987

      11 Pressley, M, "Strategy-comparison opportunitiespromote long-term strategy use" 13 (13): 157-168, 1988

      12 Lantolf, J. P, "S)econd (L)anguage (A)ctivity theory:Understanding second language learners as people. In Learnercontributions to language learning: New directions in research" Longman 141-158, 2001

      13 Miles, M. B, "Qualitative data analysis" Sage 1994

      14 Zaparta, G. C, "Preservice and inservice teachers’ metaphoricalconstructions of second language teachers" 40 (40): 521-534, 2007

      15 Lincoln, Y. S, "Naturalistic inquiry" Sage 1985

      16 McKay, S. L, "Multiple discourses, multiple identities:Investment and agency in second-language learning among Chinese adolescentimmigrant students" 66 (66): 577-608, 1996

      17 de Guerrero, M. C. M, "Metaphorical conceptualizations of ESLteaching and learning" 6 (6): 95-120, 2002

      18 Wenden,A, "Metacognitive knowledge in SLA: The neglected variable. In Learner investment in language learning" Longman 44-64, 2001

      19 Wenden, A, "Metacognitive knowledge and language learning" 19 (19): 515-537, 1998

      20 Flavell, J. H, "Metacognitive and cognitive monitoring" 34 (34): 906-911, 1979

      21 O’Malley, J. M., "Learning strategies used by beginning and intermediate ESL students" 35 (35): 21-46, 1985

      22 Rubin, J, "Learner strategies: Theoretical assumptions, research history andtypology. In Learner strategies in language learning" Prentice Hall 15-30, 1987

      23 Wenden, A, "Learner strategies for learner autonomy" Prentice Hall 1991

      24 Chamot,A.U, "Language learning strategy instruction: Current issues andresearch" 25 : 112-130, 2005

      25 Oxford, R, "Language learning strategies: What every teacher should know" Heinle & Heinle 1990

      26 Kim, Kyung Ja, "Language Learning Beliefs in Relation to English Proficiency: A Korean Sample" 한국영어교육학회 61 (61): 27-49, 2006

      27 Anderson, N. J, "L2 learning strategies. In Handbook of researchin second language teaching and learning" LawrenceErlbaum 757-771, 2005

      28 이은희, "Korean College Students’ Beliefs about English Language Learning" 언어과학회 26 (26): 161-180, 2010

      29 Wenden, A, "How to be a successful language learner: Insights and proscriptionsfrom L2 learners. In Learner strategies inlanguage learning" Prentice-Hall 103-117, 1987

      30 Riley, L. D, "Enhancing the learning experience with strategy journals: Supporting the diverse learning styles of ESL/EFL students" 1-18, 1999

      31 Weber, S, "Drawing ourselves into teaching: Studying the imagesthat shape and distort teacher education" 12 (12): 303-313, 1996

      32 Grenfell, M, "Claims and critiques. In Language learner strategies: Thirty years of research and practice" Oxford University Press 9-28, 2007

      33 Norton, B, "Changing perspectives on good language learners" 35 (35): 307-322, 2001

      34 Oxford, R. L, "Bridging the gap between psychological andsociocultural perspectives on L2 learner strategies. In Language learner strategies: Thirty years of research and practice" Oxford University Press 47-68, 2007

      35 Zimmerman, B. J, "Becoming a self-regulated learner: Which are the keysubprocesses" 11 : 307-313, 1986

      36 Takeuchi, O., "Applying strategies to contexts: The roleof individual, situational, and group differences. In Language learner strategies: Thirty years of research and practice" Oxford University Press 69-92, 2007

      37 Wenden, A, "An introduction to metacognitive knowledge and beliefs in languagelearning: Beyond the basics" 27 : 435-441, 1999

      38 Young, M.-Y. C, "A serial ordering of listening comprehension strategies used byadvanced learners in Hong Kong" 7 : 35-53, 1997

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      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2017-03-10 학회명변경 영문명 : The Korea Association Of Primary English Education -> The Korea Association of Primary English Education KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2009-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2007-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2004-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2003-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2002-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2000-07-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

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      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.72 0.72 0.81
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.94 0.92 1.442 0.16
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