2009 年 46 巻 p. 79-98
The purpose of this study was to examine the effects of reading aloud with support of metacognition. The subjects were 44 Japanese college students, who participated in 14 sessions of reading aloud training which took 30 minutes each. The participants were divided into two groups, a control group and an experimental group. Students in the control group read the text aloud normally, without additional support. Students in the experimental group read the text aloud while trying to make their voices unify with the model, underlining parts where they were not able to unify, then receiving phonological explanations by the teacher, before again reading aloud and aiming at perfect unison. Students' progress was monitored using TOEIC listening scores and dictation tests. They were also asked to complete a questionnaire and give comments. The analyzed data showed that reading aloud with the support of metacognition contributed to improved listening comprehension and phonological awareness. These results lead to the conclusion that reading aloud with support of meta-cognition is an effective training method for learners.