元认知策略培训对英语阅读能力的影响——以兰州理工大学技术工程学院非英语专业学生为例

摘要

在外语学习中，阅读理解是重要的技能。阅读者在计划、自我监控、调整、评价、总结等各种元认知心理活动的参与下完成自己的阅读任务，而元认知理论的核心是强调学生个体的自我认识、自我调控。因而元认知在阅读理解中起着重要的作用。国外对元认知在阅读领域所做的研究己表明元认知对学生的阅读理解有积极影响，但他们的研究不是以中国人为对象。国内对于元认知在阅读方面的研究仍处于探索阶段，将元认知策略培训融入到日常英语阅读教学的研究仍然很少，尤其对独立学院非英语专业学生而言，他们都不是有效的阅读者。其中一方面原因就是学生缺乏元认知策略意识，也没有受到过元认知策略的系统培训。因而，本研究以Flavell的元认知理论、O'Malley等人的元认知策略分类系统为理论基础，从元认知策略培训的角度出发来探讨并提出适合独立学院非英语专业学生的元认知策略训练模式。并试图对以下问题进行探讨:
　　(1)独立学院非英语专业学生元认知阅读策略使用的现状如何？
　　(2)实施元认知策略培训时，元认知策略能够有效影响独立学院非英语专业学生的阅读水平吗？如果能，怎样实施元认知策略培训？
　　本研究采用实验组和对照组的方式，设计了为期一学期的实验。研究对象为兰州理工大学技术工程学院二年级两个教学班的144名非英语学生，由同一位老师授课，实验组采用元认知知识讲授与元认知策略运用相结合的训练模式，对照组采用传统的阅读教学模式，并对其效果进行了对比分析。本实验所收集的数据包括两组的调查问卷前后测成绩和阅读前后测成绩。研究结果表明:元认知策略培训能提高学生阅读的元认知意识、有助于学生阅读自主性的培养，从而帮助提高学生的阅读水平。
　　该研究结果对外语阅读教学以相应的启发:在英语阅读教学中可以通过提高学生的元认知意识、培养学生的自主性、将元认知策略培训融入到日常阅读教学中、和转换教师的角色等方式来提高学生的阅读水平。由于各种条件限制，本论文亦有许多不足之处，有待日后做进一步研究。

目录

声明

Contents

Abstract

摘要

List of Tables

List of Abbreviations

Chapter One Introduction

1．1 Research Orientation

1．2 Research Rationale

1．3 Organization of the Thesis

Chapter Two Literature Review

2．1 Studies on Metacognition and Reading

2．2 Studies on Metacognitive Strategy Training in Reading

2．3 Studies of Metacognition on Chinese EFL Readers

2．4 Summary of Literature and the Present Study

Chapter Three Research Methodology

3．1 Introduction

3．2 Research Questions

3．3 Research Design

3．4 Methodology

3．4．1 Subjects

3．4．2 Instruments

3．5 Experimental Procedure

3．6 Data Collection and Data Analysis

3．7 Summary of the Chapter

Chapter Four Results and Discussion

4．1 Reliability and Validity of the Questionnaire

4．2 Effects of Two Methods on Students’ Metacognitive Strategy Use in English Reading

4．2．1 The Descriptive statistics of the metacognitive strategies use for the EG and CG before training

4．2．2 The Descriptive statistics of the metacognitive strategies use for the EG

4．2．3 The Descriptive statistics of the metacognitive strategies use for the CG

4．2．4 The Descriptive statistics of the metacognitive strategies use for the EG and CG after training

4．3 Effects of the Two Methods on Students’ Performance in English Reading

4．3．1 Scores of reading comprehension pretest for the EG and the CG

4．3．2 Scores of reading comprehension in pretest and posttest for the EG

4．3．3 Scores of reading comprehension in pretest and posttest for the CG

4．3．4 Scores of reading comprehension posttest for the EG and the CG

Chapter Five Conclusion

5．1 Major Findings

5．1．1 Effects of metacognitive strategy training on the awareness of students’ strategy use

5．1．2 Effects of metacognitive strategy training on students’ autonomy in English reading

5．1．3 Effects of metacognitive strategy training on students’ performance in English reading

5．2 Pedagogical Implications

5．2．1 Raising students’ awareness of metacognitive strategy use

5．2．2 Fostering learners’ autonomy

5．2．3 Embedding metacognitive strategy training into regular reading class

5．2．4 Adjusting the teachers’ role

5．3 Limitations of the Present Study

5．4 Suggestions for Further Research

5．5 Concluding Remarks

Bibliography

Appendix A 英语阅读元认知策略调查问卷

Appendix B The Pretest of Reading Comprehension

Appendix C The Posttest of Reading Comprehension

Appendix D Publications

Acknowledgements