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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:2013-08-27编辑:lgg点击率:4427
论文字数:39600论文编号:org201308250958565807语种:英语 English地区:中国价格:$ 66
摘要:Also, thisresearch is to testify whether the use of meta-cognitive strategy is related to students’reading outcomes. By teaching the senior high school students how to use some meta-cognitive reading strategies, this study inclines to make some contribution to theimprovement of the students’ reading ability and the teaching of English reading.
Conclusion
Despite the limitations mentioned above, this study demonstrates that meta-cognitive strategy training is a useful teaching method of English reading instruction.There is still a lot remaining to be examined about the relationship between meta-cognitive strategies and reading for the future studies.
First, future studies should be more comprehensive. It is necessary for furtherstudies to examine whether some other factors such as learners’ attitude, motivation,teachers’ age, personality, interests, gender, teaching style and so on also affectstudents’ reading achievement as well as meta-cognitive strategy training.
Second, learners’ meta-cognitive strategy awareness and use in English as foreignlanguage reading should be measured by various instruments. Future studies can useboth quantitative and qualitative methods to measure students’ meta-cognitive strategyawareness or use in English reading. Meta-cognition is relatively abstract, moreover,many factors may influence the validity and reliability of meta-cognition assessment,therefore, only one method may not reflect the real situation of learners’ meta-cognitivestrategy use in reading. Thus, qualitative methods such as learning logs, reflectivejournals and so on incorporating with quantitative analysis should be used to get aclearer picture of their meta-cognitive strategy awareness and the changing process ofmeta-cognitive strategy use in reading.
Third, foreign language teachers should keep learning theories of meta-cognitivestrategies, and they should be trained how to provide their students with meta-cognitivestrategies training. Pearson & Gallagher (1983) introduce gradual release ofresponsibility: teachers first teach what a strategy is and model how to use it beforestudents actually try. At first, teachers may elicit input while they model strategy use.As students become familiar with the strategies, they continue to work with teacherassistance and, lastly, students will independently employ strategies without any supportfrom their teachers. In this process, teachers’ involvement is gradually reduced, whilestudents’ engagement in the strategy 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。