元认知策略与初中英语阅读成绩的相关性研究

发布时间：2018-02-26 22:17

本文关键词： 元认知策略英语阅读相关性　出处：《闽南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：阅读是英语学习最基本、最直接的途径之一。国家对其有一定的要求,然而现阶段学生的阅读水平往往达不到课程标准的要求。元认知策略是学习策略的一种,它是对学习过程的思考、学习活动的计划、学习任务的监控和学习结果的评价,学生在阅读中元认知策略的使用能力会影响其理解阅读文章的能力。近年来,关于元认知策略在外语学习中的应用研究越来越多,这为中学英语阅读教学提供了新的视角。研究初中阶段不同学生元认知策略的使用情况显得很有必要,因而笔者开展元认知策略与初中英语阅读成绩的相关性研究。本研究将黉学中学初二年级两个普通班170名学生作为研究对象,采用刘慧君教授的英语阅读元认知策略量表和英语测试卷对学生的阅读成绩和元认知策略使用情况进行实证性研究,并通过SPSS统计工具软件对数据进行统计和分析。结果表明:1)初二学生的整体元认知策略使用为中等水平,在四个维度上存在明显差异,其频率由高到低分别为:监控策略、选择注意策略、评价策略和计划策略;2)高低分组学生的元认知策略使用情况存在明显差异;3)元认知策略与初中英语阅读成绩之间存在弱相关关系,相关系数为0.291,在具体的维度上,监控策略和选择注意与英语阅读成绩的相关性相对较高,但仍处于弱相关水平。此外,本研究还随机抽取了8位学生和2位教师进行元认知策略和阅读方面的访谈,为本研究的结果分析提供了更充分的依据。最后笔者还依据研究结果对阅读教学提出了建议。
[Abstract]:Reading is one of the most basic and direct ways to learn English. The country has certain demands on it. However, at the present stage, students' reading level is often not up to the requirements of curriculum standards. Metacognitive strategies are one of the learning strategies. It is the thinking of learning process, the planning of learning activities, the monitoring of learning tasks and the evaluation of learning results. The ability of students to use metacognitive strategies in reading will affect their ability to understand reading articles. There are more and more researches on the application of metacognitive strategies in foreign language learning, which provides a new perspective for English reading teaching in middle schools. It is necessary to study the use of metacognitive strategies among different students in junior middle school. Therefore, the author carries out a study on the correlation between metacognitive strategies and English reading achievement in junior high school. Using Professor Liu Hui-jun 's English Reading Metacognitive Strategy scale and English Test Paper, a positive study was conducted on the students' reading scores and the use of metacognitive strategies. The results show that the overall metacognitive strategies used by Grade 1 junior high school students are of medium level, and there are significant differences in the four dimensions. The frequency of these strategies is: monitoring strategies. There are significant differences in the use of metacognitive strategies among the students of high and low groups. 3) there is a weak correlation between metacognitive strategies and English reading achievement in junior high school students. The correlation coefficient is 0.291. In the specific dimension, the correlation between monitoring strategy and selective attention and English reading achievement is relatively high, but still in a weak correlation level. The study also randomly selected 8 students and 2 teachers to conduct interviews on metacognitive strategies and reading, which provided a more sufficient basis for the analysis of the results of this study. Finally, the author also made suggestions on reading teaching based on the results of the study.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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