论文标题:不同水平高中英语学习者在阅读中使用元认知策略的差异性研究
A Study of the Difference in the Use of Metacognitive Strategies in English Reading by Senior High School Learners of Different Proficiency
论文作者
论文导师 宋兴蕴,论文学位 硕士,论文专业 课程与教学论
论文单位 辽宁师范大学,点击次数 168,论文页数 62页File Size845K
2007-05-09论文网 http://www.lw23.com/lunwen_83345957/
metacognition;; metacognitive strategies ;;reading
教育的最终目的是培养学习者学会学习。在过去的几年里,教育界的学者们的研究重心逐渐从如何教转向如何学,从教师转向学生,国内外都对学习者学习语言的有效途径产生了极大的兴趣。 因为语言学习策略被视为学习者成功的关键,所以学习策略开始引起了学者们的注意。在学习策略上的研究中,学者们意识到了元认知策略的重要性,并且发现元认知策略的应用对英语学习者尤为重要。国外一些研究成果已经证实了元认知策略在有效而且成功的语言学习中的重要角色。元认知策略包括计划、监控和评价。它涉及到计划学习,思考学习和如何有效的学习,以及学习过程中的自我监控和语言活动结束后的自我评价。研究表明元认知策略适用于所有的学习任务,尤其是阅读。 阅读理解是外语学习的一项重要技能之一,也是其中的一个最终目标。阅读是一个心里语言活动的过程。在这个过程中,读者主动地把他(她)的知识和文章的信息联系起来进行计划、识别、猜测、推断、证明、监控和评价。在这个主动的过程中,所用到的策略会影响阅读理解的过程,因此读者要有意识的控制这个过程并且采用合适的策略来解决问题。传统的语法翻译教学法在阅读方面倾向于过度强调语言形式而忽略学生使用语言的能力。然而,由于培养学生自主学习成为学校教育的最终目标,教师应该考虑如何培养学生独立阅读的能力。 元认知策略在英语阅读中占有重要的地位,而国内外在这方面的研究主要集中在如何把元认知策略用于英语阅读之中。本文借鉴国内外有关元认知策略和英语阅读方面的研究成果,尝试探讨不同水平的高中英语学习者在英语阅读方面对于元认知策略的使用是否存在差异。面临当今高中的现实情况,此项研究能够更有效的指导高中教师如何以更有效的途径来培养社会发展所需的人才。 为了检测元认知策略是否能够通过课堂教学得到培养,作者以大连48中二年级一个班的60名学生为对象,进行了为期6周的教学实验。在以元认知策略为基础的培训开始之前对这60名学生进行前测试和问卷调查,此后进行为期6周的教学实践。在培训后对这60名学生进行后测试。最后通过SPSS软件对前测、后测和问卷调查所得的数据进行分析。实验结果表明不同水平的高中英语学习者在使用元认知策略方面确实存在差异,而元认知策略是能够通过课堂教学得到培养的。
The ultimate goal in education is to promote learners to learn how to learn. In the past decades, researchers within the filed of education have gradually shifted their attention from teaching to learning, from teachers to students. A great interest has been put in the effective ways in which learners learn languages at home and abroad. As language learning strategy is considered to be the key to learners’success, learning strategy starts to attract researchers’attention. In the studies of learning strategy, the importance of metacognitive strategies is generally realized by researchers and it is found out that the application of metacognitive strategy is essential for learners of English. Some studies outside China have shown the significant role of metacognitive strategy in effective and successful language learning. Metacognitive strategy includes planning, monitoring, and evaluating. It involves planning for learning, thinking about learning and how to make it effective, self-monitoring during learning and self-evaluation of learning after the language activity is completed. It proves that metacognitive strategy is suitable for any kind of learning task, especially for reading. Reading comprehension is one of the most important skills and one of the ultimate goals in foreign language learning. Reading, among other things, is a process of psycholinguistic activity. In this activity, the reader actively combines his or her knowledge with the textual information in the process of planning, recognizing, guessing, inferring, proving, monitoring and evaluating etc. In this active process, strategies involved will affect the very process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The traditional grammar-translation oriented teaching method for reading tends to overemphasize language form and overlook students’ability in language use. However, since the development of students’autonomy in learning is one ultimate goal of schooling, teachers should consider how to foster students’ability to read independently. Meacognitive strategies play a very important role in English reading. However, the studies on the two filed both at home and abroad just emphasize how to use metacognitive strategies in English reading. This thesis, drawing on the research on metacognitive strategies and English reading at home and abroad, tries to probe whether there is difference in the use of metacognitive strategies in English reading by Senior High School learners of different proficiency. Faced the current situation of Senior High School, this study could help Senior High School English teachers foster the qualified students in the more effective way. In addition, in order to test whether or not metacognitive strategies could be developed through classroom instruction, the author carried out a 6-week long teaching program based on metacognitive strategies among 60 students in No.48 Senior High School of Dalian City, Liaoning Province. Before the training starts, which bases on the metacognitive strategies, the students are required to finish a questionnaire and taken a pre-test. Six weeks later, the 60 students take the post-test. At last the three kinds of data are analyzed by SPSS. The result indicates that there is difference in the use of metacognitive strategies in English reading by Senior High School learners of different proficiency, and metacognitive strategies could be developed through classroom instruction.
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