元认知策略训练在高中英语阅读中的实证研究
发布时间：2021-09-19 04:03
阅读,作为英语学习的一个重要组成部分,吸引着众多教育专家和学者们的关注。然而,在高中英语阅读教学过程中,高中英语教师并没有将基于策略的教学方法应用到教学中,从而忽视了对学生自主学习能力的培养和阅读策略的训练。面对这些情况,本文基于元认知理论,旨在探索元认知策略训练对高中生的影响,具体研究以下是三个问题:1.元认知策略培训后,高中生在阅读中所使用的元认知策略有什么改变?2.元认知策略培训后,高中生的自主阅读水平在多大程度上提高了?3.元认知策略培训后,高中生的阅读能力在多大程度上提高了?本研究在辽宁省锦州市的龙津高中进行,为期16周,从2016年9月开始,到2016年12月结束。从二年级随机选择两个班（共111名学生）。一个班作为实验班（EC）并采用元认知策略训练与阅读教学相结合的方法教学。另一个班为控制班（CC）,采用常规的英语阅读教学方法。研究运用问卷调查、阅读测试、访谈、日记和SPSS（社会科学统计软件包）19.0版等研究工具并对其所得到的数据进行定性和定量分析。本文的主要发现是,英语阅读的元认知策略训练能使学生更频繁地使用元认知策略,且监控和评估的元认知策的使用频率明显比计划和选...
【文章来源】：渤海大学辽宁省
【文章页数】：110 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the study
1.1.1 The provisions of the syllabus
1.1.2 The requirement of College Entrance Exam in English
1.1.3 The current situation of English reading teaching in senior high schools
1.1.4 The necessity and the feasibility of meta-cognitive strategies training
1.2 The purposes of the study
1.3 Significance of the study
1.4 Layout of the thesis
Chapter Two Literature Review
2.1 Relevant theories to reading teaching
2.1.1 Reading models
2.1.2 Reading strategies
2.2 Meta-cognitive strategies
2.2.1 Defining meta-cognition
2.2.2 Defining meta-cognitive strategies
2.2.3 The classification and the features of meta-cognitive strategies
2.2.4 Meta-cognitive strategies for English reading
2.3 Learner autonomy
2.3.1 Defining learner autonomy
2.3.2 The relationship between meta-cognitive strategies and learner autonomy
2.4 Previous studies on meta-cognitive strategies training and learner autonomy
2.4.1 Previous studies on meta-cognitive strategies training and learner autonomy abroad
2.4.2 Previous studies on meta-cognitive strategies training and learner autonomy at home
2.5 Previous studies on meta-cognitive strategies training and reading achievement
2.5.1 Previous studies on meta-cognitive strategies training and reading achievement abroad
2.5.2 Previous studies on meta-cognitive strategies training and reading achievement at home
2.6 Summary of Chapter Two
Chapter Three Research Methodology
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.3.4 Diary
3.3.5 Statistical Package for the Social Sciences (SPSS) Program Version 19.0
3.4 Research design
3.5 Research procedures
3.5.1 Pilot study
3.5.2 Pre-test and pre-questionnaire
3.5.3 The instruction designs
3.5.4 Learning diaries
3.5.5 Post-test, post-questionnaire and interview
3.6 Data collection and processing
3.7 Summary of Chapter Three
Chapter Four Data Analysis and Discussion
4.1 Data analysis and discussion on Research Question 1
4.1.1 Data analysis of and discussion of Questionnaire I on meta-cognitive strategies in terms of reading
4.1.2 Data analysis and discussion of Interview I
4.2 Data analysis and discussion on Research Question 2
4.2.1 Data analysis and discussion of Questionnaire II on learner autonomy in terms of reading
4.2.2 Data analysis and discussion of Interview II
4.3 Data analysis and discussion on Research Question 3
4.3.1 Data analysis and discussion of the reading tests
4.3.2 Data analysis and discussion of the learner diaries
4.4 Summary of Chapter Four
Chapter Five Conclusion
5.1 Major findings
5.1.1 Major findings on Research Question 1
5.1.2 Major findings on Research Question 2
5.1.3 Major findings on Research Question 3
5.2 Pedagogical implications
5.2.1 Developing the students’ ability to plan and manage
5.2.2 Developing the students’ ability to monitor and adjust
5.2.3 Cultivating the students’ ability to assess
5.3 Limitations of the study
5.4 Suggestions for further study
Bibliography
Appendix I: Questionnaire I on Meta-cognitive Strategies in Terms of Reading (Chinese Version)
Appendix II: Questionnaire I on Meta-cognitive Strategies in Terms of Reading (English Version)
Appendix Ⅲ: Questionnaire II on Learner Autonomy in Terms of Reading (Chinese Version)
Appendix Ⅳ: Questionnaire II on Learner Autonomy in Terms of Reading (English Version)
Appendix V: Interview for Students I and II (English and Chinese version)
Appendix VI: Samples of Students’ Learning Diaries
Appendix VII: Pre-test and Post-test
Acknowledgements
The list of the research papers published by the author
本文编号：3400975
【文章来源】：渤海大学辽宁省
【文章页数】：110 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the study
1.1.1 The provisions of the syllabus
1.1.2 The requirement of College Entrance Exam in English
1.1.3 The current situation of English reading teaching in senior high schools
1.1.4 The necessity and the feasibility of meta-cognitive strategies training
1.2 The purposes of the study
1.3 Significance of the study
1.4 Layout of the thesis
Chapter Two Literature Review
2.1 Relevant theories to reading teaching
2.1.1 Reading models
2.1.2 Reading strategies
2.2 Meta-cognitive strategies
2.2.1 Defining meta-cognition
2.2.2 Defining meta-cognitive strategies
2.2.3 The classification and the features of meta-cognitive strategies
2.2.4 Meta-cognitive strategies for English reading
2.3 Learner autonomy
2.3.1 Defining learner autonomy
2.3.2 The relationship between meta-cognitive strategies and learner autonomy
2.4 Previous studies on meta-cognitive strategies training and learner autonomy
2.4.1 Previous studies on meta-cognitive strategies training and learner autonomy abroad
2.4.2 Previous studies on meta-cognitive strategies training and learner autonomy at home
2.5 Previous studies on meta-cognitive strategies training and reading achievement
2.5.1 Previous studies on meta-cognitive strategies training and reading achievement abroad
2.5.2 Previous studies on meta-cognitive strategies training and reading achievement at home
2.6 Summary of Chapter Two
Chapter Three Research Methodology
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.3.4 Diary
3.3.5 Statistical Package for the Social Sciences (SPSS) Program Version 19.0
3.4 Research design
3.5 Research procedures
3.5.1 Pilot study
3.5.2 Pre-test and pre-questionnaire
3.5.3 The instruction designs
3.5.4 Learning diaries
3.5.5 Post-test, post-questionnaire and interview
3.6 Data collection and processing
3.7 Summary of Chapter Three
Chapter Four Data Analysis and Discussion
4.1 Data analysis and discussion on Research Question 1
4.1.1 Data analysis of and discussion of Questionnaire I on meta-cognitive strategies in terms of reading
4.1.2 Data analysis and discussion of Interview I
4.2 Data analysis and discussion on Research Question 2
4.2.1 Data analysis and discussion of Questionnaire II on learner autonomy in terms of reading
4.2.2 Data analysis and discussion of Interview II
4.3 Data analysis and discussion on Research Question 3
4.3.1 Data analysis and discussion of the reading tests
4.3.2 Data analysis and discussion of the learner diaries
4.4 Summary of Chapter Four
Chapter Five Conclusion
5.1 Major findings
5.1.1 Major findings on Research Question 1
5.1.2 Major findings on Research Question 2
5.1.3 Major findings on Research Question 3
5.2 Pedagogical implications
5.2.1 Developing the students’ ability to plan and manage
5.2.2 Developing the students’ ability to monitor and adjust
5.2.3 Cultivating the students’ ability to assess
5.3 Limitations of the study
5.4 Suggestions for further study
Bibliography
Appendix I: Questionnaire I on Meta-cognitive Strategies in Terms of Reading (Chinese Version)
Appendix II: Questionnaire I on Meta-cognitive Strategies in Terms of Reading (English Version)
Appendix Ⅲ: Questionnaire II on Learner Autonomy in Terms of Reading (Chinese Version)
Appendix Ⅳ: Questionnaire II on Learner Autonomy in Terms of Reading (English Version)
Appendix V: Interview for Students I and II (English and Chinese version)
Appendix VI: Samples of Students’ Learning Diaries
Appendix VII: Pre-test and Post-test
Acknowledgements
The list of the research papers published by the author
本文编号：3400975
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