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研究ノート, 英語教員は仮説形成的指導が求められる。英語学習の道具的動機づけを失った学生に、母語におけるメタ認知力向上という動機づけを提供することが出来る。即ち、この指導で、教員は、「議論」と仮説演繹法というストラテジーを用いて、学生に未習得の単語の意味を推測させたり、英語教材をクリティカルに分析させたり、学生の書いた英文の全体的誤りを指摘して推敲させることが出来る。, English teachers should be advised to teach in the hypothesis-forming way because students who are not instrumentally motivated to learn English can be given a new motivation to improve their meta-cognition skill in Japanese. Specifically, this skill would mean that students could monitor their own reading skills. By employing argumentation and hypothetico-deductive method, students could be instructed to develop the skills required (1) to conjecture the meaning of unfamiliar words, with hints from the contexts, (2) to critically analyze the paragraphs used in class, and (3) to revise their own English compositions by correcting the global errors detected in them.