A Study on Self-regulated Reading in Senior Middle Schools

论文摘要

自我调节学习能激起学习者的学习动力,帮助学习者使用学习策略和元认知策略。国外进行了大量自我调节学习的研究和实践,并取得了丰硕的成果。本文研究自我调节学习和高中英语阅读成绩之间的关系,以期探索中学英语教学的新捷径。本研究涉及到一个经历了将近五个月自我调节学习训练的试验组,和一个仅仅接受常规语言教学的对照组。通过对试验组和对照组的前测和后测成绩、问卷、阅读训练清单、学生的学习资料、自我监控表和访谈等数据进行分析,研究的主要发现如下:1.学生的自我调节学习能力和学生的阅读成绩之间有显著的相关性。自我调节学习的训练能明显改善学生的阅读表现,提高他们的测试成绩,而对照组在这些方面没有明显变化。2.自我调节学习的训练能够提高学生的学习责任感,促进对阅读过程更加深入的理解,使学生能好地适应语言学习,而没有经过培训的对照组却在很多方面都存在明显差异。3.自我调节学习能力的掌握和提高能激发学生更强的学习动机,更积极的学习态度,更高的自我效能感。这一切反过来又能促进学生的学习表现和学生的发展。总之,通过有效的自我调节学习循环模式的指导训练,学生的策略意识能够加强,使学生能更好的运用认知策略、元认知策略、社会和情感策略等。从而最终促使学生的学习成绩的提高和个人的发展。以上研究对中学英语教学和英语学习有一定的意义。并且我们还可以进一步研究自我调节学习,提高英语学习的四项技能—听、说、读、写。

论文目录

• Acknowledgements
• Abstract
• 摘要
• I. Introduction
• 1.1 Background of ESL teaching
• 1.2 Existing problems in Chinese middle schools
• 1.3 Importance of reading
• 1.4 Rationale for the research
• 1.5 Structure of the thesis
• II. The literature review
• 2.1 Researching background of self-regulated Learning
• 2.2 Similar terms of self-regulated learning
• 2.3 Different theories of self-regulated learning
• 2.4 Definition of self-regulated learning
• III. English reading comprehension in senior middle schools
• 3.1 The importance of self-regulated study on reading in senior middle schools
• 3.2 The existing problems of reading
• 3.3 The characteristics of effective reading
• 3.4 The roles of teachers and students
• 3.4.1 The existing concept and current situations
• 3.4.2 The new roles of teacher
• 3.4.3 The roles of teacher in self -regulated learning
• IV. SRL instruction model
• 4.1 A cyclic model for SRL
• 4.2 Time allocation for SRL
• 4.3 Self-evaluation and monitoring
• 4.4 Planning and goal-setting
• 4.4.1 Importance of motivation and goal-setting
• 4.4.2 Problems in goal-setting
• 4.4.3 Tips on goal setting
• 4.4.4 Planning in SRL
• 4.5 Strategy implementation and monitoring
• 4.5.1 Guide of reading strategy
• 4.5.2 Students’portfolios
• 4.6 Outcome monitoring and strategy refinement
• 4.6.1 The role of outcome monitoring and strategy refinement
• 4.6.2 The specific ways to monitor outcome and refine strategies
• 4.6.3 The role self-efficacy plays
• 4.7 Summary
• 4.8 Case study: an example of cyclic reading model
• V. Research design and data presentation
• 5.1 Objectives of the study
• 5.2 Subjects of the study
• 5.3 Data collection instruments
• 5.3.1 Questionnaire
• 5.3.2 Interview
• 5.3.3 Learners’profile
• 5.3.4 Teacher’s journal
• 5.3.5 English proficiency test
• 5.4 Data presentation and discussion
• 5.4.1 Data Collected Through the English Proficiency Tests
• 5.4.2 Presentation and discussion of post-test
• 5.4.3 Presentation and discussion of post-test
• 5.4.4 Data collected through the Questionnaire
• 5.4.5 Presentation and discussion on the questionnaire
• VI. Conclusion
• 6.1 Major findings from the experiment
• 6.2 Implications for future strategy instruction
• 6.3 Limitations of the present study
• 6.4 Summary
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3