初中英语阅读元认知策略使用情况个案研究

论文摘要

许多研究表明,元认知策略对阅读起着非常重要的作用,大量研究发现表明,元认知策略与阅读理解存在着较大相关。本研究尝试研究找出初中生元认知策略使用情况和阅读优秀生和阅读困难生在元认知策略使用方面存在的差异。860名初三学生参加了《初中生英语阅读理解元认知问卷》调查,问卷收回后通过分析找出初中生阅读元认知使用情况。问卷调查后,抽取8名学生进行个案研究,其中4个阅读优秀生和4个阅读困难生,他们接受了访谈和要求撰写回溯性日记。研究结果表明：1、初中生阅读元认知策略使用率普遍很低,大部分学生不用或很少在阅读方面使用元认知策略,特别是元认知监控方面的策略。2、阅读优秀生知道自己的阅读弱点并努力在阅读过程中克服。对于阅读的文章,他们能够较容易找出文章的中心句子和重点来帮助理解。与阅读优秀生相比,阅读困难生在这一方面较为欠缺,他们很容易在阅读中失去了方向。3、阅读优秀生在阅读过程中更容易产生正面的体验帮助阅读的理解,但阅读困难生却更容易产生负面的体验而影响阅读理解。4、阅读优秀生能够阅读前计划,监控自己的阅读过程,遇到困难时能够及时调整,阅读后,他们更善于反思自己的阅读过程,找出错的原因来避免再一次犯错,因此,他们在阅读上就有了明显的进步。而阅读困难生在阅读前不会去计划,阅读过程中很容易走神,走神后需要很长时间来集中自己注意力。阅读后,他们只会对答案,不会去反思自己的阅读过程。最后,根据个案调查结果,指出了本研究对教学的启示。教师应该在教学过程中渗透元认知策略,阅读困难生应该更多受到关注,可以通过对阅读困难生进行元认知策略培训来帮助他们提高阅读理解能力。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Contents
• Chapter 1 Introduction
• 1.1 The current state of English reading teaching in junior schools
• 1.2 Rationale for the study
• 1.3 Research questions
• 1.4 Overview of the thesis
• Chapter 2 Literature Review
• 2.1 The studies on reading
• 2.2 Metacognition
• 2.2.1 Definition of metacognition
• 2.2.2 Components of metacognition
• 2.3 Learning strategies and metacognitive strategies
• 2.3.1 Definition of learning strategy
• 2.3.2 Classification of learning strategies and metacognitive strategies
• 2.3.2.1 Rubin's classification of learning strategies
• 2.3.2.2 O'Malley and Chamot's classification of learning strategies
• 2.3.2.3 Oxford's classification of learning strategies
• 2.3.2.4 Cross and Paris' classification of learning strategies
• 2.4 Studies on metacognitive strategies and second language acquisition
• 2.5 Metacognitive strategies and reading
• 2.5.1 Researches on metacognitive measurement
• 2.5.2 Researches on metacognitive training in reading
• 2.5.3 Researches on correlation between metacognitive strategies and reading
• 2.6 Summary
• 2.6.1 Major achievements of the previous studies
• 2.6.2 Inadequacy of the previous research
• Chapter 3 Research Design
• 3.1 Participants
• 3.2 Instruments
• 3.2.1 Questionnaire
• 3.2.2 Interview
• 3.2.3 Tests
• 3.2.4 Diary
• 3.3 Data collection
• 3.3.1 Phase one
• 3.3.2 Phase two
• 3.3.3 Phase three
• 3.3.4 Phase four
• 3.4 Data analysis
• Chapter 4 Results and Discussion
• 4.1 Results of the questionnaire
• 4.2 Results of the interview and diary
• 4.2.1 Results of metacognitive knowledge
• 4.2.1.1 Results of metacognitive knowledge for effective readers
• 4.2.1.2 Results of metacognitive knowledge for ineffective readers
• 4.2.2 Results of metacognitive experience
• 4.2.2.1 Results of metacognitive experience for effective readers
• 4.2.2.2 Results of metacognitive experience for ineffective readers
• 4.2.3 Results of metacognitive monitoring
• 4.2.3.1 Results of metacognitive monitoring for effective readers
• 4.2.3.2 Results of metacognitive monitoring for ineffective readers
• 4.3 Discussion
• 4.3.1 The major findings of the study
• 4.3.2 Discussion
• 4.4 Summary
• Chapter 5 Conclusions and Implications
• 5.1 Conclusions
• 5.2 The implications
• 5.2.1 Implications for the teachers
• 5.2.2 Implications for training for ineffective readers
• 5.2.3 Implications for students
• 5.3 The limitation of the study
• 5.4 Suggestion for further study
• References
• Appendices
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6