Teachers' Cognition Regarding Reading Instruction in L2 Japanese

Autor/in	Tabata-Sandom, Mitsue
Titel	Teachers' Cognition Regarding Reading Instruction in L2 Japanese
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 2, S.41-60 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Schemata (Cognition); Second Language Learning; Second Language Instruction; Japanese; Language Teachers; Mastery Learning; Reading Instruction; Cross Cultural Studies; Teacher Attitudes; Time Management; Grammar; Written Language; Learning Processes; Teaching Methods; Student Centered Learning; Figurative Language; Foreign Countries; United States; New Zealand + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Japaner; Japanisch; Language teacher; Sprachunterricht; Leseunterricht; Cultural comparison; Kulturvergleich; Lehrerverhalten; Zeitmanagement; Grammatik; Geschriebene Sprache; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; USA; Neuseeland
Abstract	The current study examines the cognition of reading instruction held by teachers of Japanese as a second or foreign language (L2 Japanese) working mainly in Japan, New Zealand, and the US. The study reports findings obtained from two data collection methods: interviews and metaphor elicitation contained in a questionnaire. The researcher interviewed twenty-two teachers and 52 metaphors were obtained from 60 questionnaire respondents. The findings illustrate the complex nature of teachers' cognition in regard to reading instruction. Overall, teachers were apprehensive about reading instruction because of contextual limitations such as a lack of formal teacher education and time shortages caused by grammar-dominant curricula. In addition, many of the interviewees acknowledged that aspects of the unique, complicated orthography of written Japanese both facilitated and inhibited learning at times. With such acknowledgement, they also maintained student-centered views and a belief in the importance of reading for learners' mastery of the target language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01