摘要:本文是一篇英语教学论文范文在高等教育院校中,阅读理解是一个重要的技能和学习目标,根据2000年国家教育部发布的基本要求,阅读能力是学生能否通过考试的最关键因素,然而,然而,高等院校学生的英语阅读理解水平普遍较低。在与传统有别的教学环境下,学习者不能培养学生的自主性。
ent linguists have their own viewpoint. It can refect thinking (Kluwe, 1982), and knowing about or controlling oneself (Brown, 1987). It can also refer to unconsciousness, go without saying concept (Schneider, 1987).
It is generally agreed that foreign language learning strategies began in 1980s. Then, metacognitive strategy is to carry weight slowly and linguists at home put forward their own ideas. Most linguists divide foreign language learning strategies into 4 aspects: metacognitive strategy, cognitive strategy, emotional strategy and communicative strategy (Wen Qiufang, 1996). Metacognition is cognition’s cognition, and refers to knowledge and viewpoint of cognitive process. It may be conscious in early stage of developing, however it turn to be unconscious in manhood of a person (Dong Qi, Zhou Yong, 1995).
Now, study of metacognitive reading strategy mainly falls into three categories: 1) Relative study of metacognition, English reading comprehension and learning results. 2) Comparative study of metacognitive reading. 3) Based on foreign models of training strategy, attempt to explore training of metacognitive reading strategy has been done.
Reading, as one of the main patterns, occupies an important place in learning skills. In the process of teaching vocational English course, traditional grammar-translation teaching method causes students in passive position. English learning competence of students in vocational colleges is relatively low, and they are not motivated, mentored and guided in a proper way. For a long time past, examination-oriented education system guide teachers’ teaching methods, however, it causes these students go into a vicious circle of the more poor scores got in examination, the less interesting they have in learning English. And this calls for teachers training students in metacognitive reading strategy, and to make them become the master of learning.
Such being the case, this
thesis aims at exploring relation between metacognitive strategy and reading, and it tries to analyze how serious the metacognitive strategy impact reading ability. This investigation is to provide empirical evidence and first-hand data for the practices in metacognitive reading strategy training in teaching practice.
1.3 The Layout of the Thesis
This thesis consists of six chapters. Chapter one is introduction. It mainly talks about the research background, significance and purpose of the study. Chapter two is
literature review, which mainly elaborates the previous studies on relation between metacognitive strategy and reading. Chapter three focus on theoretical frameworks. It contains metacognition and reading theory. Chapter four describes clearly the methodology, which includes research questions, subjects selected, instruments, and research procedures and analysis of data. Chapter five mainly talks about the results and discussions of the data analysis. The result of thesis shows that there is great difference in the scores between the experimental group and control group (t=2.59, p<0.01). The students in the experimental group have higher scores after training. It demonstrates that the metacognitive reading strategy training really has positive effects on students’ reading activities. The last chapter is a summary of this thesis, which analyzes limitations and gives suggestions for further study.
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