英语阅读的元认知策略研究论文 [6]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2014-07-31编辑:yangcheng点击率:17189
论文字数:8869论文编号:org201407292258511045语种:中文 Chinese地区:中国价格:免费论文
关键词:英语阅读元认知策略英语阅读教学论文阅读理解英语教学论文范文
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。
e of ability in reading. When failing to comprehend, the reader should know how to adjust his methods and the value of how to do. (McNeil, 1987,p.92).
Linguists inChinaresearched metacognition mainly by introducing theory from abroad. Then, they aimed at their studying objects and practiced according to theory, and they took Chinese situation into consideration and have developed their own methods. Lastly, they have achieved notable results.
Wen Qiufang (1996) firstly talked about adjusting role of metacognitive strategy, and published a thesis named Study on Learning Strategy ofNon-EnglishMajorCollegeStudents. Liu Peihua and Zhou Rong (1998) thought all the language matching processes were adjusted by metacognition. Zheng Min (2000) challenged the assumption of classify of learning strategy frame. Liu Shaolong and Xiao Shanxiang (2002) explored relation between metacognition and language learning, guiding role and practice meaning. Li Zhuowen (2003) explored substance of metacognition and meta-utterance.
In research on relation between metacognition and reading, Yang Xiaohu (2002) found metacognition had a direct effect on English reading ability, indirect effect on English language level. Liu Huijun (2004) the use of metacognitive strategy, particularly evaluating strategy, had close relationship with reading ability. Liu Chunyan (2005) found reading metacognition of college students have developed a lot, but in strategy knowledge and monitoring behavior aspect, they were inadequate.
2.2 Previous Studies on English Reading Comprehension
English reading was a psychological and linguistic process and a linguistic surface started at the beginning, in which the writer represented himself by writing and ends with meaning which the reader constructs (Goodman,1971,p.127). Reading comprehension was very important in English learning because it included background knowledge of passage, language point, cognitive knowledge and without the ability of reading, all of students’ ability was meaningless. Teachers required students to master reading strategies and metacognitive knowledge to achieve understanding the meaning of writers in reading.
In 1980s, the theory of reading has been developed maturely. For the past few years, some monographs have been published. In 1956, International Reading Association was founded, and it held regularly special international meeting studying reading. An overview of the situation shows that theory of English reading abroad was put forward in 1980s, including bottom-up model of Gough, who believed reading began with distinguishing words; top-down model of Goodman&Smith, interactive model of Rumelhart, who thought two processes of reading could occur simultaneously or alternately; and Carrel’s theory of schema. These theories and models reflected studying center in different periods. The pioneers in the study of reading published a lot of theses to illustrate their points. Alderson(2000)analyzed elements affect reading. He thought individual factors, content and types were influencing factor of reading.Anderson(1999)introduced strategies which could be adopted in second language (L2) reading comprehension teaching, and how to use these strategies to guide reading. O‘Malley(1990)and Cohen(1998)pointed out strategy studying should be used in language teaching, and teachers should master pr
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