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The Effect of Explicit Instruction of Meta Cognitive Learning Strategies on Promoting Jordanian Language Learners' reading competence

机译:显性元认知学习策略指导对提升约旦语言学习者阅读能力的影响

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The main purpose of the present study was to investigate the effect of met cognitive strategies on reading comprehension among Jordanian university students. The participants of this research consists of two classes of English Course , Level one with 60 students, 30 in the control group and 30 in the experimental group. Then, Metacognitive reading strategies instructions were administered to identify their met cognitive strategy awareness. The experimental group underwent a treatment based on Chamot and Rubin (1994) model, while control group did not receive any strategy-based treatment The students were belong to Faculty of Arts and Educational Sciences, Department of English Language and Literature .All students were considered as low proficiency in English language due to their scores obtained in the English language placement test conducted by the university at the beginning of each academic year. To answer the question of the study, an achievement reading comprehension test is used as a pre-test and a post-test to both: the experimental and the control group with some modification related to the ways each group is taught accordingly. A multiple-choice reading comprehension test of twenty questions is constructed to assess the students` comprehension of the reading text. Proper statistical analyses were used to analyze the results. For the purpose of the study, the scores of control and experimental group were compared at the end of instruction period. The results revealed that the post-test scores of the experimental group were significantly higher than those of the control group. These results prove that the teaching on the basis of the metagognitive strategies instructions was successful to develop the students’ ability to learn vocabulary Key words : reading strategies, reading comprehension, Metacognitive reading strategies
机译:本研究的主要目的是调查满足的认知策略对约旦大学生阅读理解的影响。这项研究的参与者包括两节英语课程,第一级有60名学生,对照组30名,实验组30名。然后,执行元认知阅读策略说明,以识别其满足的认知策略意识。实验组接受了基于Chamot和Rubin(1994)模型的治疗,而对照组没有接受任何基于策略的治疗。学生属于英语语言文学系的文理学院。由于他们在每个学年开始时在大学进行的英语语言水平测试中获得了分数,因此英语水平较低。为了回答该研究的问题,将成就阅读理解测试用作以下两项的预测试和后测试:实验组和对照组,并对每组的教学方式进行了一些修改。构建了二十个问题的多项选择阅读理解测验,以评估学生对阅读课文的理解。使用适当的统计分析来分析结果。为了研究的目的,在教学期末比较对照组和实验组的分数。结果显示,实验组的测试后分数明显高于对照组。这些结果证明基于元认知策略指导的教学成功地发展了学生的词汇学习能力。关键词:阅读策略,阅读理解,元认知阅读策略

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