{"created":"2024-10-25T07:12:02.577432+00:00","id":2002456,"links":{},"metadata":{"_buckets":{"deposit":"869e3a64-9032-4c55-9f47-1105112062d4"},"_deposit":{"created_by":7,"id":"2002456","owners":[7],"pid":{"revision_id":0,"type":"depid","value":"2002456"},"status":"published"},"_oai":{"id":"oai:tokushima-u.repo.nii.ac.jp:02002456","sets":["1713829974766:1713855007277:1716428891280","1713853213384:1713853297799"]},"author_link":["1151"],"item_10001_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2009","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"23","bibliographicPageStart":"15","bibliographicVolumeNumber":"5","bibliographic_titles":[{"bibliographic_title":"徳島大学国際センター紀要","bibliographic_titleLang":"ja"}]}]},"item_10001_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿では、英語学習における自己調整学習を指導する枠組みとして、Task-Based lnstruction (TBI) を取り上げ、その可能性と限界について検討する。TBIは「タスクを基に言語学習を展開していく」という教授法であり、より自然な形で4つの技能（読む・聞く・話す・書く）を統合的に学ぶことを目的とした新たなスタイルの教授法である。最近では、TBIと学習方略指導を組み合わせて展開することで、言語自体の学習と「学習方法」に対する指導を同時に行うことも提唱されているが、英語学習に求められる「長期的な自己調整学習を実現する」という点においては課題も残るものとなっている。本稿では、この課題に対し、学習者の長期的な自律学習を目指したメタ認知方略面での指導を提唱する。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10001_source_id_9":{"attribute_name":"収録物ID","attribute_value_mlt":[{"subitem_source_identifier":"AA12549989","subitem_source_identifier_type":"NCID"}]},"item_10001_version_type_20":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_1715043197608":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open 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