MODELS FOR EFL THEORY AND METHODOLOGY DERIVED FROM AN SiR-BASED PILOT STUDY ON JAPANESE COGNITIVE DEVELOPMENT
Title
MODELS FOR EFL THEORY AND METHODOLOGY DERIVED FROM AN SiR-BASED PILOT STUDY ON JAPANESE COGNITIVE DEVELOPMENT
MODELS FOR EFL THEORY AND METHODOLOGY DERIVED FROM AN SiR-BASED PILOT STUDY ON JAPANESE COGNITIVE DEVELOPMENT
Author
ROBERT S. MURPHY
University of Birmingham
ROBERT S. MURPHY
University of Birmingham
Abstract
Do Japanese students have age-related trends in their self-organization and self-understanding development? What role does the Japanese culture play on the cognitive development of Japanese students? What can be done to better assist the English language learning of Japanese students?
Do Japanese students have age-related trends in their self-organization and self-understanding development? What role does the Japanese culture play on the cognitive development of Japanese students? What can be done to better assist the English language learning of Japanese students?
To help answer these questions, a pilot study of the Self-in-Relationship (SiR) interview, developed at Harvard GSE to understand human cognitive development, was conducted in Japan.
The SiR interview has never been conducted in Japan, nor has it ever been directly connected to the Japanese EFL context. This dissertation documents the findings of this pioneering SiR-Japan pilot study, and offers new models for EFL theory and methodology derived from those findings.
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Category: Thesis
