论文标题:英语专业学生阅读元认知知识和阅读策略研究
A Study of Metacognitive Knowledge about English Reading and Reading Strategy Use Among Chinese English Majors
论文作者 高勤
论文导师 高玉芬,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 大连海事大学,点击次数 87,论文页数 89页File Size3093k
2005-03-01论文网 http://www.lw23.com/lunwen_99373867/ 元认知;阅读策略;阅读水平
Metacognitive knowledge; Reading strategy; Reading proficiency
阅读是中国学习者学习英语的重要途径之一,但学习者却常常不能进行有效的阅读,因此为提高阅读效率而进行阅读研究具有较强的现实意义。目前在这一领域中,对学习者所采用的阅读策略的研究日益受到重视。同时,元认知理论的发展也为阅读研究提供了新的视角,大量研究表明元认知和阅读策略对外语阅读水平有积极影响。而有关阅读元认知在阅读策略的选择和使用中所起作用的研究并不多见,以中国学习者为研究对象的更为少见。 本文通过对中国湖北省一所普通高校的182名英语专业学生的英语阅读元认知知识和英语阅读策略使用进行问卷调查,同时又对其中10名学生(其中5名成功、5名不成功的英语阅读者)进行了随访和有声思维研究,较为系统地探讨了两者之间的关系。研究采用定量和定性相结合的方法分析数据。研究结果表明学生的英语阅读元认知水平与阅读策略使用都有待进一步提高;成功英语阅读者与不成功者在元认知水平与阅读策略使用上都有显著差异。研究结果还表明“英语阅读信心”和“英语阅读效率”两方面的知识与阅读策略使用密切相关。 本文指出教师应全面了解学生的阅读元认知知识水平,培养学生的阅读元认知意识,以促进学生有效运用阅读策略,进一步提高他们的阅读能力。
Reading in English is generally viewed as one of effective means to extend the command of the language for most Chinese EFL learners. Since efficient reading seems to remain a vexing problem for many learners, it is of practical importance to conduct research on L2 reading process in a bid to improve reading efficiency. In L2 reading research, the strategies that readers employ have attracted more attention. Recently, the recognition of metacognitive knowledge as a learner difference in second language acquisition offers new insights into reading research. Considerable research has indicated that metacognitive knowledge and reading strategies have a significant impact on reading proficiency. However, much has been remain relatively unknown about the role that metacognitive knowledge plays in learners" choice and use of learning strategies, in particular, among Chinese EFL learners.The present study reports on a survey of metacognitive knowledge about English reading and reading strategy use among Chinese EFL learners, and explores the relationship between these two reader factors. A questionnaire was first administered to 182 English majors at a local university in Hubei province. Interviews and think-aloud protocols were then conducted among ten (5 highly successful and 5 unsuccessful) of these students. The quantitative and qualitative analyses of data point to three major findings. Firstly, there is much room for improvement in terms of metacognitive knowledge and reading strategies among these English majors. Secondly, there are significant differences between successful and unsuccessful readers concerning metacognitive knowledge and reading strategy use. Thirdly, readers "confidence" and "effectiveness" knowledge are closely related to all their reading strategy use.The study suggests that teachers should attempt to gain a clear understanding of their learners" acquired metacognitive knowledge about L2 reading to foster their metacognitive awareness, and provide learners with guidance for approaching their L2 reading in a reflective manner through effective employment of reading strategies.
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