英语论文网

本文是一篇英语阅读论文，本研究证实了DINA认知诊断模型应用到高中英语阅读认知诊断分析学生英语阅读能力的可行性，基于调查结果，针对不同的认知属性的掌握情况给出相应的补救措施，对高中英语阅读教学具有一定的启示。

Chapter 1 Introduction

1.1 Background of the Research

Reading is an interactive activity between readers and texts, involving multi-level complex cognitive processing (Grabe, 2009; Koda, 2005). To comprehend the entire reading materials, readers must integrate and analyze textual material utilizing various cognitive, linguistic, and nonlinguistic skills (Dhanapal & Yamada, 2015). The usage of language skills in macro-linguistic communication skills is reflected in reading skills (Bachman, 1990). Reading has historically occupied a significant percentage of specific extensive admission examinations, such as the SSCE (Secondary School Certification Examination). The reading scores of English reading papers in college entrance tests have significantly increased in recent years to fulfill the needs of talent development. However, students’ reading scores are still not very satisfying, and it is still difficult for students to enhance their reading ability. This issue has been bothering English students and teachers alike. As a result, it is vital to investigate the cognitive mechanisms of English learners during the reading process and diagnose any possible cognitive issues. 

The diagnostic assessment has gained popularity since the 1980s. In 2001, the United States presented the No Child Left Behind Act, which stipulates that all tests taken in the United States must provide parents, instructors, and children with certain diagnostic information. Specific diagnostic information must be supplied to parents, teachers, and students. The United States highly values applying cognitive diagnostic theory in educational settings. China also stated in the new round of primary education curriculum reform that the goal of present curriculum evaluation should no longer be selection but rather to improve teaching and learning and promote development. As a result, cognitive diagnosis in education began to develop. 

1.2 Purpose of the Research

This research attempts to examine how students’ English reading ability develops in terms of cognitive attributes using the DINA (Deterministic Input Noisy and Gate). Based on the diagnostic results, it also aims to give appropriate and effective teaching remedies for the unbalance development of cognitive attributes, as well as practical reading suggestions for senior high school English teachers. 

Chapter 2 Literature Review

2.1 Definition of Key Terms

This section defines four key words: cognitive attributes, cognitive diagnosis, DINA cognitive diagnostic model and reading ability.

2.1.1 Cognitive attributes

Cognitive attributes are defined differently by different academics. Production rules, procedural activities, item categories, and more general cognitive tasks are all examples of “cognitive attributes” (Tatsuoka, 1990). The cognitive process or cognitive talents for completing tasks are sometimes referred to as cognitive attributes or a statement of declarative or procedural knowledge needed to solve a problem in a particular field (Chipman et al., 1995). Cognitive attributes are the linguistic knowledge, skills, and strategies the test taker uses to an本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。