论文标题:外语阅读理解中元认知知识的研究
The Study of Metacognitive Knowledge in FL Reading Comprehension
论文作者 张海燕
论文导师 陈吉棠；梁智,论文学位 硕士,论文专业 课程与教学论
论文单位 广西师范大学,点击次数 608,论文页数 37页File Size1818k
2003-04-01论文网 http://www.lw23.com/lunwen_30860142/ 元认知知识;个人知识;任务知识;策略知识
metacognitive knowledge; person knowledge; task knowledge; strategy knowledge;reading comprehension
元认知这一概念是美国心理学家弗拉维尔于1976年提出来的，当时的定义是“关于认知客体的知识或认知。也就是说，关于认知的认知。”事实上，这种观点早已有人提过。在西方最早可追溯至柏拉图、亚里士多德时代；在我国，两千多年前孔子就提出了“学而不思则罔，思而不学则怠”的观点。但当时人们只是从感性的角度阐述了思考在学习中的作用，而没有把这一过程单独提出来进行分析、研究。弗拉维尔不但首先提出了元认知这一概念，而且认为元认知包括三方面的内容——元认知知识、元认知策略、元认知体验。在这三者中以元认知知识为最。许多学者认为元认知知识是提高学习者自主性的必要条件(Wenden, 1991; Cotterall, 1995;Victori& Lockhart, 1995)，这也是本文研究的出发点——从元认知知识出发，探讨其在外语阅读理解中的作用。 在国内，有关元认知的研究是上世纪八十年代才开始的。起初仅限于介绍、引进西方的理论、观点，到九十年代人们开始从问题解决以及与其它学科相结合的角度进行探讨元认知在学习过程中的作用，但把元认知与外语学习相结合进行研究则是九十年代末的事情，而所有这些研究都是从元认知策略方面入手的，真正从元认知知识角度进行研究则很少。所以，从元认知知识角度探讨学习者在外语阅读理解中存在的问题，具有一定的必要性、迫切性。文章通过对广西师范大学外国语学院2001级本科生进行问卷调查、分析，结果发现：成绩好的阅读者和成绩差的阅读者在阅读时，元认知知识是存在差异的。前者的元认知知识要多于后者。成绩差的阅读者不但没有弄清楚什么样的阅读方法才是有效的，而且对于如何提高阅读能力也不是很清楚。可见，元认知知识对阅读理解是至关重要的。如果在阅读过程中学习者缺乏元认知知识，那么他不仅在阅读选材上感到迷茫，在阅读方法和策略上也必然存在许多误区，以致不能对自己的阅读进程进行科学、合理地自我计划、自我监控、自我调节，自我评价。学习者只有扩大自己的元认知知识库，才能把所学过的元认知策略更好地应用到实际的阅读理解当中去，而这恰恰就是本文研究的意义所在。在此基础上，作者提出了基于元认知知识的阅读理解五段法，即： 第一阶段：了解所知阶段。通过此阶段，教师可以了解阅读者已有的阅读习惯和他们所未能意识到的不合适的阅读方法，对症下药，以使以后的指导过程更具有针对性。 第二阶段：展示所想阶段。这一阶段主要是针对教师而言的，教师应向学习者展示他对于不同的阅读材料所使用的不同的阅读方法，采取何种策略使阅读过程更加有效。 第三阶段：改正不足阶段。针对阅读者仍未意识到的阅读过程中存在的不足之处，教师应耐心地帮其改正。此时不但要注意阅读者的情感因素，而且也应倾听他们的想法。发现错误不是重要的，重要的是找出错误存在的症结。 第四阶段：减少未知阶段。在阅读过程中，阅读者的背景知识、尤其是文化背景知识发挥着重要的作用。教师应根据阅读材料的内容，扩充、填充阅读者已有图式，使语言学习真正成为获取知识的有效手段。 第五阶段：自我管理阶段。元认知知识的阅读理解五段法的最终目的是使阅读者成为他们阅读上的管理者。这里的管理者主要是指他们应能有效地把握自己的阅读过程，成为真正的自主学习者。 当然，提高元认知知识的途径还有很多，作者仅从英语阅读这个角度来探讨，并企盼这个探讨、研究能引起外语界的广泛关注、重视。
The concept of Metacognition was put forward by the American Psychologist, Flavell, in 1976. In his opinion, metacognition is usually defined as the knowledge and cognition about cognitive objects, that is, about anything cognitive. In fact, this standpoint has already been stated. In the western countries, it can be dated back to the day of Plato and Aristotle; in China, the great educator, Confucius once said, "Living without thought means labor lost; thought without meaning is perilous". But at that time, people just stated the importance of thinking in learning from the aspect of perception. None of them studied and analyzed it as a single process. Flavell not only put forward the concept of metacognition, but also thought that metacognition could be studied from threeaspects--metacognitive knowledge, metacognitive strategies, and metacognitive experience. Someresearchers think that metacognitive knowledge is most important, and it is the necessary condition for improving the learners" autonomy (Wenden, 1991; Cotterall, 1995; Victori & Lockhart, 1995), which is also the purpose of this thesis-to study the significance of metacognitive knowledge in reading comprehension.In China, the study of metacognition was not carried on until the 1980"s. People at first just introduced the western theories and ideas to China. Since the 1990"s, the researchers began to study the importance of metacognition from the perspective of problem solving and the relationship with some other subjects. In the late 1990"s, people began to study metacognition in FL learning. However, those studies were just from the perspective of metacognitive strategies, seldom from the perspective of metacognitive knowledge. At a sense, it is necessary and urgent to study the problems in FL reading from the perspective of metcognitive knowledge. We have engaged in the questionnaire among the undergraduates of Grade 2001, Guangxi Normal University. By carefully analyzing, we have found that while reading, good readers and poor readers always show different metacognitive knowledge, the former have more much metacognitive knowledge than the latter do. The poor readers don"t know not only which method is efficient for language reading, but also how to improve the reading ability, which shows that metacognitive knowledge plays an important role in reading comprehension. If readers are lack of metacognitive knowledge, they would feel puzzled in choosing reading materials, and in adopting the appropriate reading methods and reading strategies, as a result, they couldn"t self-plan, self-monitor, self-regulate and self-evaluate their own reading process scientifically and properly. They can only put the metacognitive strategies into their reading practice through enlarging their metacognitive knowledge, which is just the theme of this thesis. On the basis of the study, we propose a metacognitive knowledge-based reading method, which is as follows:Stage 1: The Knowing-what-readers-have-known Stage. Through this stage, the teacher can find the readers" prior reading habits and improper reading methods. Only in this way can he/she tike an efficient measurement in the instruction.Stage 2: The Showing-what-the -teacher-think Stage. This stage is mainly to the teacher, who should show the students his/her implication of the different reading methods in dealing with different reading materials, and then decide what strategies can be used to make reading more efficiently.Stage 3: The Correcting-what-the-learners-do Stage. The teacher should have patience in atoning for the readers" shortcomings that haven"t been realized by them, but in the course of doingthis, the readers" affective factors should be taken into consideration, as well as their ideas. To find the reasons of those deficiencies is much more important than to find them out.Stage 4: The Narrowing-what-the-learners-don"t-know Stage. During the reading process, readers" background knowledge, especially cultural background knowledge plays an important role. The teacher should
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