非其语业大学生元认知阅读策略的实证研究 [3]
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:7531
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。
he meta-cognitive strategies awareness and reading comprehension as well as the strategies training(Olshavsky, 1977; Padron, Knight & Waxman, 1986; Block, 1986; Anderson, 1991; Jimenez et al, 1996; Singhal, 2001). Grounded on the results above, the focus of research turns to the training of learning strategies, in the hope that poor learners could achieve the same learning proficiency as the successful learners do. All the scholars who have researched the reading strategies employed by good readers and poor readers agree that good readers actually know not only what reading strategies they should use but also how to use them successfully. Hence, reading strategies instruction and training are based on the idea: successful reading activities depend on reasonable strategies use.
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2.2 Previous Researches at Home
Over the past twenty years, most domestic researchers have usually used questionnaires to study reading strategies and meta-cognitive strategies. They draw much of their attention to the importance of the meta-cognitive strategies in English reading. Liu(2002) investigates Chinese English learners’ reading strategies use. She finds that it is frequent for Chinese English major students to use reading strategies. Besides, she also explores that there are evidently different between good and poor readers in strategies use, which is accordance with the research result abroad. Some scholars make great contributions to the studies on the relations between the meta-cognitive strategies and reading comprehension. Yang(2002) does a survey to illustrate the correlation by collecting and analyzing data on independent variable meta-cognition, dependent variable EFL reading comprehension and control variable EFL proficiency. The findings show that there is a positive relation between the students’ meta-cognition status and their EFL reading achievement. Meanwhile, meta-cognition has an influence on EFL reading performance. Besides, Liu(2004) does an empirical study to verify the relationship between meta-cognitive strategies and English reading. She reveals that most of English major students in China occasionally use the meta-cognitive strategies in English reading. Among the four classifications of meta-cognitive strategies, students comparatively use the category of selective attention most whereas the evaluating category
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