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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-21编辑:lgg点击率:3036
论文字数:38620论文编号:org201404211142581675语种:英语 English地区:中国价格:$ 66
摘要:The present study attempts to investigate the overall situation of metacognitivestrategy use in senior high school students’ English reading so as to find effectiveways to promote the students’ interests in reading.
Chapter 4 Results and Discussion
4.1 Results
According to O’Malley and Chamot (1990), metacognitive strategies includefour subcategories, planning, selective attention, monitoring and evaluating. And 25specific strategies in reading are encompassed in the four subcategories, as is shownin the questionnaire (Appendix A). The results of the questionnaire are first reportedin Table 4.1. Table 4.1 is the summary of descriptive statistics for the overall situationof metacognitive strategy use in reading comprehension. It shows us the total numberof subjects, mean scores for the questionnaire, standard deviation, frequency scale andrank order. As Oxford (1990) defined, it belongs to low use.Selective attention has the highest mean among the four sub-metacognitive strategieswith a figure of 3.56. According to Oxford’s (1990) frequency scale, the mean isdefined as high use. The mean of monitoring is 2.58. It is a little higher than 2.5,which is defined as medium use. The last subcategory, evaluating, only gets a mean of1.65, which is the lowest one. The total mean of the questionnaire is 2.53, defined byOxford as medium use. In other words, the subjects in the present study justsometimes employ the metacognitive strategies in their reading process. As can beseen from the rank order of using the four sub-metacognitive strategies, selectiveattention is used most often. The followings are monitoring, planning and evaluatingin turn. Moreover, the evaluating strategy is generally not used by senior high schoolstudents.
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Conclusion
The present study has probed the overall situation of senior high schoolstudents’ metacognitive strategy use and the relationship between students’metacognitive strategy use and their reading comprehension performances. Based onthe data analysis and discussions in the previous chapter, the author summarizes thefollowing major findings:First, it is found that senior high school students in the present study sometimesuse metacognitive strategies in their reading processes. Of the four subcategories,selective attention is used most frequently and is followed by monitoring, planningand evaluating.Second, it is proved that students with high reading comprehensionperformances have a better use of metacognitive strategies than those with lowreading comprehension performances.
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Reference (omitted)