元认知策略训练在高中英语阅读中的实证研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-28编辑:lgg点击率:4916
论文字数:37845论文编号:org201710131451207420语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文高中生英语阅读自主学习阅读水平
摘要:本文是高中英语教学论文,本研究的主要目的是确定在高中英语阅读元认知策略训练的必要性。在这篇论文中,以元认知策略训练,一个特定的角度,来探讨元认知的视角阅读过程。
and qualitativeanalysis. After the experiment, the main findings and results were concluded below:The first purpose of the thesis aims to find out the changes of meta-cognitivestrategies in terms of reading used by senior high school students after meta-cognitivestrategies training. Based on the data collected from the pre- and post- questionnaire on themeta-cognitive strategies, as well as the information from the interview, it could beconcluded that senior high school students used much more kinds of meta-cognitivestrategies in all the pre-reading, while-reading, and post-reading stages than before. Theresults of the descriptive
statistics on the three reading stages could be interpreted asfollows:Firstly, students became more frequent strategies users after the strategies training,and they tried to use more strategies to instruct their reading process.Secondly, after the strategies training, students used more kinds of strategy groups inthe reading process. Before the training, they just used few strategies while after thereading strategies training, students used meta-cognitive strategies such as planningstrategy and selective attention strategy, monitoring and evaluation strategies. However,monitoring and evaluation strategies were used much more frequently than others. Theresults had also supported by Maryam (2015).
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Conclusion
The second purpose of the thesis aims to see if the meta-cognitive strategies trainingcan improve the level of senior high school students’ autonomous learning in terms ofreading. If so, to what extent? Through the data brought out from the pre- andpost-questionnaire on learner autonomy and the face-to-face interview, it could beconcluded that after reading strategies training, students’ learner autonomy level in termsof reading had increased. Based on Nguyen & Gu’s (2013) notion that some individualstrategies can prompt learners’ learner autonomy in reading, further evidence that usingreading strategies could improve students’ learner autonomy in terms of reading could beprovided.Furthermore, it was palpable to see that the students’ learner autonomy in terms ofreading had been ascended from a low level to a medium level after using readingstrategies to instruct their reading, which was coincident with Erskine’s (2010) and Xiao’s(2011) studies. Lastly, by the analysis of students’ interview answers, it could be seen thatmost students liked English reading now, and they could devote more passion to it thanbefore.
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Reference documents (omitted)
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