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The Role of Prior Knowledge in Promoting Higher-Order Thinking Skills in Japanese as a Foreign Language
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Aurora Tsai – ProQuest LLC, 2018
This study investigates the role of prior knowledge in supporting Japanese foreign language (FL) learners' L2 higher order thinking skills. Scholars recognize prior knowledge integration as the critical stage where learning occurs (Anderson et al., 2001; Britton, 1994; Kintsch, 1988, 1998), and consider it an untapped resource in the FL classroom…
Descriptors: Prior Learning, Japanese, Second Language Learning, Thinking Skills