@article{oai:fukuyama-u.repo.nii.ac.jp:00005597,
 author = {吉田, 一衛},
 journal = {福山大学人間文化学部紀要, Journal of the Faculty of Human Cultures and Sciences, Fukuyama University},
 month = {Mar},
 note = {P(論文), 10の目的語構文の理解度を中心に分析した。さらに、難易度の異なる5構文を選び、meta-writing により低学力学習者の理解困難の意識を探った。その結果、英語の出現順に日本語に直す方略が用いられた。また、構文中における修飾節と目的節の出現が理解を妨げていることが明らかになった。単語の意味がわからないため、文全体が理解困難である局所的ストラテジーの特徴が生じた。, Learning difficulties were analyzed with the test of 10 objective structures and students' meta-writing. Their results clarified that the short sentence was easier to study than the long sentence and that the objective clause was more difficult for learners than the objective word. Moreover, several kinds of clauses such as a relative pronoun and an adverbial clause were difficult for students to understand. Even if the objective structures were short, such as the structure, have・get+O+pp, they were difficult to comprehend for unsuccessful language learners.},
 pages = {57--70},
 title = {低学力学習者のリーディングにおける認知的特徴 : 目的語構文の理解度を中心に},
 volume = {5},
 year = {2005}
}