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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2020-12-19编辑:vicky点击率:4769
论文字数:41588论文编号:org202012181943307049语种:英语 English地区:中国价格:$ 44
摘要:本文是一篇初中英语教学论文研究,笔者认为中国初中生元认知策略的使用与英语阅读水平之间存在显著的正相关关系。
笔者认为元认知策略训练能有效地促进学生阅读策略的使用,尤其是阅读计划策略的使用。这种训练能有效地提高学生的阅读能力,尤其是英语阅读水平较低的学生。培训给不同阅读水平的学生带来的主要变化是:A组学生在阅读后反思方面有了很大的进步,B组学生的阅读效率得到了提高,C组学生的阅读兴趣和信心得到了提高。
Chapter One Introduction
1.1 Research Background
As a foreign language or a second language, English occupies an important position in Chinese educational system. The role of English reading is highly emphasized, as the important way to improve students’ English ability. Alderson (2000) pointed out that reading is the basic skill of L2 learners, and even the most important skill.
In recent years, with the development of language learning and teaching research, the academic circle has paid much attention to the study of English reading. Under the influence of behaviorism theory, traditional reading teaching emphasizes teacher orientation and neglects the response of students, who are regarded as passive recipients of information. With the rise of cognitivism, researchers are beginning to realize that learning is a process by which students construct cognitive structures actively in their minds. In the process of reading, students construct their own knowledge systems. Therefore, more and more educators and researchers have begun to study how teachers in reading teaching can help students to read and understand the reading materials actively, and turn them into autonomous English reading learners.
As learning strategies, metacognitive strategies play a decisive role in students’ English reading learning. Students who can better use metacognitive strategies show greater autonomy in their learning process. Meanwhile, research shows that one of the essential factors that can possibly enhance learners’ reading comprehension is the use of reading metacognitive strategies (Salataci & Akyel, 2002). Also, Mokhtari and Reichard (2002) mentioned that the awareness of reading metacognitive strategies can assist learners in comprehending text properly and promote their English learning as a foreign or second language. On the other hand, studies show that students, especially those with poor English reading ability, cannot use metacognitive strategies well (Sheorey & Mokhtari, 2001; Smith, 1967). Therefore, how to help students effectively use metacognitive strategies in doing reading tasks and improve their English reading ability has become an important topic.
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