论文标题:元认知与大学英语阅读理解的相关研究
Research on the Correlation between Metacognition and EFL Reading of College Students
论文作者 潘海英
论文导师 孙怀庆,论文学位 硕士,论文专业 外国语言学及应用语言学
论文单位 吉林大学,点击次数 145,论文页数 77页File Size302k
2004-04-01论文网 http://www.lw23.com/lunwen_27134572/ 吴越和百越;周代;青铜器
metacognition; metacognitive knowledge; reading comprehension
元认知由美国心理学家Flavell于20世纪70年代在研究元记忆的过程中提出，其含义是“反应或调节认知活动的人一方面的知识或者认知活动”，其核心意义是对认知的认知。这一概念一经提出，就应起了心理学家们的广泛关注，并很快成为认知心理学和教育心理学研究的一个重要领域。元认知在许多不同的认知活动中都起着重要的作用，并在人工智能、认知行为矫正、人格发展、教育等领域得到了广泛的应用。由于元认知对学生的思维活动有着调控、调节的作用，其发展水平直接制约着学生的智力、思维发展水平，元认知知识的提高能弥补一般能力的不足；同时，由于元认知知识体现了学生的高级心理活动——即自我意识对学习活动的调节控制作用，强调了学生在学习中的独立性、主动性、自觉性、责任感和自信心，所以结合具体学科进行的元认知训练不仅能提高学生对具体学科的基本技能的掌握，还能有效促进学生自主学习能力的提高。阅读活动是读者根据自己已知的信息和已有的知识经验对阅读内容进行体验、预测、验证和确认的思维过程。在这一过程中，读者必须对自己的阅读过程积极、主动地加以监控，并采取适当的补救策略去解决阅读中出现的问题，因此有效阅读是一个认知过程，也是一个元认知活动的过程。国外已有大量关于元认知与语言学习，特别是第二语言阅读的研究。然而，这方面的研究在中国还相对较少。本文在分析现有的阅读理解理论和元认知理论的基础上，就元认知问题进行实证调查，尝试揭示元认知与中国大学生阅读理解之间的关系。本研究旨在描述中国大学学生英语阅读元认知的认识水平，其中包括关于阅读者的知识、关于阅读任务的知识和关于阅读策略的知识；该研究还检验了元认知认识水平和英语阅读理解的相关程度，以及元认知程度不同的学生在阅读理解能力上的差异。作者对149名不同专业的受试者进行了阅读理解测试和元认知问卷调查，其结果作为衡量英语阅读水平和元认知水平的数据。然后使用了描述性统计、皮尔逊相关系数、F检验和T检验等手段对以上两个变量进行了分析。SPSSV11.0社科统计软件被用来完成所有分析过程。分析结果表明，总体而言，大学生英语阅读元认知整体水平不高，尤其是关于阅读策略的知识还有待提高。结果还表明元认知水平和英语阅读理解呈正相关且关系紧密。总而言之，元认知理论应引起广大外语教学研究者的充分重视。元认知训练等方面的研究还需要进一步深入的展开，元认知理论的巨大的应用价值还值得深入探索。
‘Metacognition’ has been a very much-concerned topic in educational psychology for the past two decades. According to this theory, one actively monitors, controls, evaluates, and regulates his cognitive strategies to achieve his purpose in a cognitive behavior. Meanwhile, it is commonly believed that reading comprehension is a process in which the reader constructs meaning based on the information from the visual text and his relevant background knowledge. Although there are many researches abroad that suggested that metacognition has positive impact on FL/SL reading comprehension, few L2 researchers have touched this topic in China. Aware of this lacking, the author carried out the present study to explore some questions in this field.This study addressed the following research questions: What is the state of Chinese College students’ metacognitive knowledge of their English reading? Is there any positive relation between students’ metacognitive knowledge and their English reading performance? Do the students with higher metacognitive level read in English better than those with lower level?To answer these questions, a reading test and metacognition questionnaire survey were administered to 149 freshmen at Jilin University, and the data concerning the metacognitive level and students’ reading ability was collected. All the data was keyed into SPSS V11.0 to analyze through descriptive statistics, Pearson correlation coefficient, F-test and T-test. The major findings of the present study are: 1) Chinese College students’ metacognitive awareness in their English reading is relatively low, especially strategy task. 2) Metacognition has the correlation with reading ability and the impact on EFL reading performance. This thesis is organized into five chapters. Chapter One describes the context and the rationale of this study, highlights the purpose and the research questions. Chapter Two reviews the literature that provides the theoretical framework for this study. The area of research reviewed includes the theory of reading and metacognition, especially metacognitive knowledge. In addition, study on metacognitive reading awareness are reviewed which provides a foundation for the purpose and rationale of this study. Chapter Three outlines the method used for this study and describes the participants, instruments, data collection procedure, and data analyses. Chapter Four presents the results of the data analyses. Chapter Five summaries the findings related to the research questions. Limitations of this study were discussed. At the same time, the chapter discusses the implications for English class teaching and recommendation for future metacognitive research.
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