元认知策略训练对高中生英语阅读水平影响的实验研究

发布时间：2018-04-13 05:05

本文选题：元认知策略 + 训练　；参考：《广州大学》2017年硕士论文

【摘要】：阅读能力在四项基本的语言技能中占据着重要的位置,对学习者的总体外语水平有着直接影响。因此,如何提高英语阅读水平正受到越来越多的研究者、一线教师和学习者的关注。很多研究者发现阅读过程中所使用的策略会影响英语阅读的效果。如此一来,关于学习策略的研究日益受到重视。元认知策略,作为学习策略的重要组成部分,在英语学习中扮演着不可替代的角色,尤其是在英语阅读、听力和写作方面。为了探究元认知策略的使用对高中生英语阅读水平的影响,笔者以80名高中生为研究对象,分别进行了为期十周的元认知策略训练和为期十周的普通阅读策略训练。整个实验过程都是围绕着三个基本的研究问题而展开的:1.当前高中生的元认知策略使用意识的总体情况如何?2.元认知策略训练是否能够有效地增强高中生在阅读中的策略使用意识?3.元认知策略训练是否有助于提高高中生的英语阅读水平?在研究问题的基础上,笔者采用了问卷调查、阅读理解测试和回溯性等研究工具进行数据收集,所收集的数据均用SPSS 20.0进行分析。根据数据分析的结果,可以得出如下结论:首先,高中生元认知策略使用意识的总体水平普遍偏低;其次,元认知策略训练有效地增强了高中生在阅读过程中的元认知策略使用意识;最后,元认知策略训练提高了高中生的英语阅读水平。据此,笔者建议元认知策略训练应渗透到日常阅读教学中。
[Abstract]:Reading ability plays an important role in the four basic language skills and has a direct impact on learners' overall foreign language proficiency.Therefore, more and more researchers, teachers and learners pay attention to how to improve English reading.Many researchers have found that the strategies used in reading affect the effect of English reading.As a result, more and more attention has been paid to the study of learning strategies.Metacognitive strategies, as an important part of learning strategies, play an irreplaceable role in English learning, especially in English reading, listening and writing.In order to explore the effect of metacognitive strategy use on English reading proficiency of senior high school students, 80 senior high school students were trained in metacognitive strategies for 10 weeks and general reading strategies for 10 weeks.The whole experiment was carried out around three basic research questions: 1.What is the general situation of metacognitive strategy using consciousness of senior high school students at present?Whether metacognitive strategy training can effectively enhance high school students' awareness of strategy use in reading?Does metacognitive strategy training help high school students to improve their English reading skills?On the basis of the research questions, the author uses questionnaire, reading comprehension test and traceability to collect data. All the collected data are analyzed by SPSS 20.0.Based on the results of data analysis, the following conclusions can be drawn: first, the general level of awareness of metacognitive strategy use in senior high school students is generally low; secondly,Metacognitive strategy training can effectively enhance high school students' awareness of using metacognitive strategies in the process of reading. Finally, metacognitive strategy training can improve senior high school students' English reading proficiency.Accordingly, the author suggests that metacognitive strategy training should permeate into daily reading teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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