非其语业大学生元认知阅读策略的实证研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-10-01编辑:lgg点击率:7530
论文字数:38974论文编号:org201609272028459730语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文阅读理解元认知策略实证研究
摘要:本文是大学英语教学论文,研究发现:元认知策略培训之前,所有受试学生的整体元认知水平都不高,属于中等水平。在培训后,实验班学生的元认知水平有了显著的提高,经过皮尔森相关系数的分析说明本次实验班的元认知策略和阅读成绩呈正相关。
eta-cognitive strategies level in reading and train their meta-cognitive strategies. As an empirical study, this research is to help students improve their meta-cognitive strategy awareness by training the meta-cognitive strategies so that they could benefit from the study and eventually form the habit of independent learning. As we all know, reading plays a vital part in English language learning. Therefore, most universities in China set reading as a compulsory course in college English teaching. Reading is not only one of the five basic language skills, but also an important approach to learn new vocabulary and difficult grammar. Besides, reading is the main means for EFL learners to acquire English language skills and knowledge. However, most college students still can not read some relevant English articles fluently, considering that reading is the most difficult part compared with the other four language skills.
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Chapter 2 Literature Review
Learning strategies especially the meta-cognitive strategies have attracted scholars’ great interests automatically. Since 1970s, more and more language teachers and researchers have paid broad attention to the learner’s learning strategies. Over the past three decades, we have seen the focus of researches has shifted from how to teach into how to learn. After the importance of learning strategies in language learning has been identified, many scholars dedicated to the learning strategies training. This chapter gives a review of previous researches on meta-cognitive reading strategies and the training abroad and at home.
2.1 Previous Researches Abroad
Since 1980s, scholars have taken up researching the differences in language leaning strategies between successful learners and less successful learners, and have got a series of tentative results, for example, successful learners tend to use learning strategies better; they set their learning targets by using meta-cognitive knowledge and know how to evaluate their progress(Ellis, 1999). Ellis(1999) holds that it is actually an effective way to research the relationships between learning strategies and language learning. In the aspect of L2 reading strategies, the earliest researches dated back to the late of 1970s. Hosenfeld(1977b) takes the lead in comparing the differences in reading between successful L2 readers and unsuccessful L2 readers. Then, a number of scholars study the correlations of strategies use and individual differences, t
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