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Download full textFukuda, Eri; Okazaki, Hironobu; Hashimoto, Shinichi – Research-publishing.net, 2012
The purpose of this research is to study how second language (L2) learners' metacognitive knowledge on first and second language reading and writing would differ according to L2 language proficiency levels. Extending the study conducted by Carrell (1991) and Victori (1999), this research draws on interview data collected from Japanese learners of…
Descriptors: Foreign Countries, Undergraduate Students, Metacognition, Second Language Learning
Mason, Jana M.; And Others – 1989
Japanese and American reading programs in kindergarten and the primary grades differ extensively. This is partly because the Japanese written language makes initial learning easier and later learning more difficult. In addition, bolstered by a long history of literacy, Japanese parents provide more uniform support for their children's academic…
Descriptors: Academic Achievement, Classroom Environment, Educational Objectives, Foreign Countries
Robbins, Jill – 1996
Two models and techniques for teaching learning strategies to second language learners, particularly in the Asian cultural and educational context, are presented. The models are the Cognitive Academic Language Learning Approach (CALLA) and the Problem-Solving Process Model. An introductory section gives background information on learning…
Descriptors: Class Activities, Classroom Techniques, Cognitive Style, Cultural Context
