学位论文 > 优秀研究生学位论文题录展示

初中英语阅读元认知策略使用情况个案研究

作　者: 欧阳小颖
导　师: 苏远连
学　校: 广州大学
专　业: 学科教学
关键词: 元认知策略阅读初中生
分类号: G633.41
类　型: 硕士论文
年　份: 2011年
下　载: 36次
引　用: 0次
阅　读: 论文下载

内容摘要

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。

全文目录

Acknowledgements  5-6
Abstract  6-8
摘要  8-9
Contents  9-12
Chapter 1 Introduction  12-17
  1.1 The current state of English reading teaching in junior schools  12-13
  1.2 Rationale for the study  13-14
  1.3 Research questions  14-15
  1.4 Overview of the thesis  15-17
Chapter 2 Literature Review  17-34
  2.1 The studies on reading  17-18
  2.2 Metacognition  18-21
    2.2.1 Definition of metacognition  18
    2.2.2 Components of metacognition  18-21
  2.3 Learning strategies and metacognitive strategies  21-25
    2.3.1 Definition of learning strategy  22-23
    2.3.2 Classification of learning strategies and metacognitive strategies  23-25
      2.3.2.1 Rubin's classification of learning strategies  23
      2.3.2.2 O'Malley and Chamot's classification of learning strategies  23-24
      2.3.2.3 Oxford's classification of learning strategies  24
      2.3.2.4 Cross and Paris' classification of learning strategies  24-25
  2.4 Studies on metacognitive strategies and second language acquisition  25
  2.5 Metacognitive strategies and reading  25-32
    2.5.1 Researches on metacognitive measurement  26-28
    2.5.2 Researches on metacognitive training in reading  28-30
    2.5.3 Researches on correlation between metacognitive strategies and reading  30-32
  2.6 Summary  32-34
    2.6.1 Major achievements of the previous studies  32-33
    2.6.2 Inadequacy of the previous research  33-34
Chapter 3 Research Design  34-40
  3.1 Participants  34
  3.2 Instruments  34-36
    3.2.1 Questionnaire  34-35
    3.2.2 Interview  35
    3.2.3 Tests  35-36
    3.2.4 Diary  36
  3.3 Data collection  36-39
    3.3.1 Phase one  36
    3.3.2 Phase two  36-37
    3.3.3 Phase three  37-39
    3.3.4 Phase four  39
  3.4 Data analysis  39-40
Chapter 4 Results and Discussion  40-52
  4.1 Results of the questionnaire  40-42
  4.2 Results of the interview and diary  42-48
    4.2.1 Results of metacognitive knowledge  42-44
      4.2.1.1 Results of metacognitive knowledge for effective readers  42-43
      4.2.1.2 Results of metacognitive knowledge for ineffective readers  43-44
    4.2.2 Results of metacognitive experience  44-45
      4.2.2.1 Results of metacognitive experience for effective readers  44
      4.2.2.2 Results of metacognitive experience for ineffective readers  44-45
    4.2.3 Results of metacognitive monitoring  45-48
      4.2.3.1 Results of metacognitive monitoring for effective readers  45-46
      4.2.3.2 Results of metacognitive monitoring for ineffective readers  46-48
  4.3 Discussion  48-51
    4.3.1 The major findings of the study  48
    4.3.2 Discussion  48-51
  4.4 Summary  51-52
Chapter 5 Conclusions and Implications  52-56
  5.1 Conclusions  52
  5.2 The implications  52-55
    5.2.1 Implications for the teachers  53
    5.2.2 Implications for training for ineffective readers  53-54
    5.2.3 Implications for students  54-55
  5.3 The limitation of the study  55
  5.4 Suggestion for further study  55-56
References  56-63
Appendices  63-81
  Appendix 1  63-66
  Appendix 2  66-68
  Appendix 3  68-72
  Appendix 4  72-76
  Appendix 5  76-80
  Appendix 6  80-81

初中英语阅读元认知策略使用情况个案研究

内容摘要

全文目录

相似论文