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作者 Inomata, Kimiyoshi
書名 Japanese students' autonomy in learning English as a foreign language in out-of-school settings
國際標準書號 9780549768838
book jacket
說明 147 p
附註 Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2698
Adviser: Suzan Roberta Katz
Thesis (Ed.D.)--University of San Francisco, 2008
While majority of previous studies on second language acquisition tended to overlook social contexts surrounding autonomy, or merely focus on autonomy in classroom, this dissertation investigated the ways in which Japanese high school students negotiated autonomy, the capacity to take control of one's learning (Benson, 1997), in learning English as a foreign language learning (EFL) with social contexts. The Main informants were three Japanese high school students in the Tokyo metropolitan area: Two males and one female. Taking advantage of being their EFL tutor for about two months, I collected data from multiple resources, using qualitative research methods
I found that the three informants heavily focused on written texts, targeting tests even in out-of-school settings. Further analysis showed that school values were dominant, constantly regulating the students' activities in EFL learning regardless of in- or out-of-school settings. Cram schools, parents, self-learning materials strongly shaped the norm, expectations, and power structure for EFL learning. They played roles of agents to enhance the system that treated English as a neutral object, to limit equal access to EFL learning, and to create myth of "international society," which was likely the product of English hegemony
As a result, little choice was left for students to exercise their autonomy in EFL learning. I also discussed that informants' autonomy in EFL learning was a part of the their process of actively gaining advantage in a current Japanese society. It was suggested that learners and educators should enhance the degree of autonomy in language learning by raising their awareness of the social constraints of autonomy and working to improve their social contexts as responsible members of a society
School code: 6019
Host Item Dissertation Abstracts International 69-07A
主題 Education, Language and Literature
Language, Modern
0279
0291
Alt Author University of San Francisco
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