高中生英语阅读策略元认知意识研究

发布时间：2018-05-16 18:44

本文选题：阅读理解 + 阅读策略　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：阅读是学习者学习英语的重要途径之一,对学习者来说非常重要。阅读题在高考英语试卷总分中占有多达四十分的分值,因此对于参加高考的高中生来说阅读成绩的高低至关重要。虽然如此,阅读对大多数的学习者来说往往很难有效的进行,因此目前的教育教学过程中迫切需要进行有效的阅读研究。在这一研究领域,学者们尤其重视对学习者所采用的阅读策略的研究。同时,阅读研究在元认知理论发展的基础上获得了新的切入点。研究证明学习者的元认知意识水平和阅读策略积极影响着外语阅读的水平。大多数的关于阅读的元认知策略的实证研究都是在国外进行的,因此在中国开展阅读的元认知策略研究不论在理论上还是实践上都有着重要意义。本论文认真讨论并分析了相关的阅读理论和元认知理论,并用问卷调查和2011到2014年间高考英语试卷中5篇英语阅读原题为测试工具,尝试性的调查研究了呼和浩特市第三十三中学105名高中学生的英语阅读策略中的元认知意识水平并尝试性的探索了学生的元认知意识水平和英语阅读效果之间的关系。研究结果表明:总体上受试者的英语阅读策略中元认知意识水平发展不平衡;阅读策略中的元认知意识水平和英语阅读成绩明显正相关;阅读策略中的元认知意识水平在不同学生之间存在明显的差异。综上所述,本论文研究了我校高中学生的英语阅读策略中的元认知意识发展现状,进一步证明英语阅读策略中的元认知意识水平和阅读效果呈正相关,指出教师应全面了解学生的英语阅读元认知意识水平,提高学生的阅读元认知意识,以促进学生有效运用阅读策略,进一步提高他们的阅读能力。
[Abstract]:Reading is one of the most important ways for learners to learn English. Reading questions account for up to 40 points in the total score of the college entrance examination paper, so it is very important for the high school students to take part in the college entrance examination. However, reading is often difficult for most learners to carry out effectively, so it is urgent to carry out effective reading research in the current teaching and learning process. In this field, scholars pay particular attention to the reading strategies adopted by learners. At the same time, reading research has gained a new breakthrough point based on the development of metacognitive theory. The results show that learners' metacognitive awareness and reading strategies positively affect the level of foreign language reading. Most of the empirical studies on reading metacognitive strategies are carried out abroad, so the research on reading metacognitive strategies in China is of great significance both in theory and in practice. This thesis discusses and analyzes the relevant reading theories and metacognitive theories, and uses a questionnaire survey and five English reading papers from 2011 to 2014 as a test tool. This paper investigates the metacognitive awareness level of English reading strategies of 33 middle school students in Hohhot City and tries to explore the relationship between metacognitive awareness level and English reading effect. The results show that the development of metacognitive awareness in English reading strategies is not balanced, and the level of metacognitive awareness in reading strategies is positively correlated with English reading scores. The level of metacognitive awareness in reading strategies is significantly different among different students. To sum up, this thesis studies the development of metacognitive awareness in English reading strategies of senior high school students in our school, and further proves that the level of metacognitive awareness in English reading strategies is positively correlated with the reading effects. It is pointed out that teachers should fully understand the students' level of metacognitive awareness of English reading and improve their metacognitive awareness of reading so as to promote students' effective use of reading strategies and further improve their reading ability.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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