本科毕业论文论元认知理论在高中英语阅读教学中运用英语专业Word下载.docx

本科毕业论文论元认知理论在高中英语阅读教学中运用英语专业Word下载.docx

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TheApplyingofMeta-cognitiveStrategiesinEnglishReadingTeaching

姓名

学号

院（系）外语系

专业、年级2007级英语专业

指导教师

Contents

Abstract……………………………………………………………..1

Introduction……………………………………………………...…2

Chapter1Aboutmeta-cognitivestrategy.……………..……….…3

1.1thedefinitionofmeta-cognition…………………………….…

1.2classificationofmeta-cognition………………………….……

Chapter2Themeta-cognitivestrategyandEnglishreading

2.1TherelationbetweenEnglishreadingcomprehensionabilityandmeta-cognition

2.2TheimpactofMeta-cognitiononReadingComprehension

2.2.1Planning………………………………………

2.2.2Monitoring………..…….

2.2.3Evaluation……………………………………….….....

Chapter3Theuseofmeta-cognitivestrategiestoimproveEnglishlearners’interestinEnglishreading

3.1Theuseofplanningstrategies

3.2Theuseofmonitoringstrategy

3.3Theuseofevaluationstrategy

Chapter4Meta-cognitivestrategytraining

4.1increaseawarenessoftheknowledgeofmeta-cognitivestrategies

4.2strengtheningthetrainingofmeta-cognitivestrategies

4.3creatingthereadingenvironmentthatcanraisestudents'

meta-cognitiveability

Conclusion…………………………………………………………

Notes…………………………………………………………..……

Bibliography………………………………………………………..

Acknowledgements…………………………………………………

TheApplyingoftheMeta-cognitiveStrategiesinEnglishReadingTeaching

Abstract

Itisknownthatreadingcomprehensionisveryimportantamongthebasicforeignlanguageskills,andhowtoimprovelearners’EnglishreadingproficiencyhaslongbeenacommonconcernofresearchersandEnglishteachers.Intheearlytimes,greatattentionhasbeenpaidtothestudyofteachinginordertofindthemostefficientmethodtoimproveEnglishreading.However,therehavebeennoperfectmethodologiessofar.Inrecentyears,agradualshifthastakenplaceinEnglishteaching,resultinginlessemphasisonteachingandteachersandmorestressonlearningandlearners,andthefocusofresearchhasbeenshiftedfrom“howtoteach”to“howtolearn”.Thischangehasopenedanewwaytolanguageeducation.Thenteachersbegintoknowthattraininglearnershowtoreadisevenmoreimportant,whichisespeciallytrueofChinesehighschoolstudents.Andowingtocompulsoryeducation,studentsvaryalotinEnglishproficiency.Teachersfacingthenewandcomplexteachingenvironmentneedtoconsiderhowtoimprovelearners’abilitytoreadindependently.Onbasisoftheresearchonreadingstrategies,thispaperfinallyfocusesonthetrainingofmeta-cognitivestrategiesandhowtointegratetrainingintohighschoolEnglishteaching,andputsforwardaconcretesmodelofmeta-cognitivetraining.Themajorpurposeofthepresentstudyistoexploretheeffectivenessofexplicitmeta-cognitivestrategiestrainingonreadingcomprehensionofthehighschoollearners.Whatthetaskstudyisthatdiscussingtherelationshipbetweenmeta-cognitivestrategiesandreadingcomprehension,howtocultivatestudents’meta-cognitiveabilityinreadingcomprehension.Byusingquestionnaire,classroominstructionsandstatisticscalculation,thestudyhasfoundthatmeta-cognitivestrategiesarecloselyrelatedtoEnglishreadingandinstructionsofmeta-cognitivestrategiescanenhancereadingability.

KeyWords:

meta-cognitivestrategiesEnglishteachingreadingcomprehension

摘 

要

众所周知，阅读理解在外语语言的基础技能中占有十分重要的地位。

如何提高学生的英语阅读能力和阅读水平长期以来一直是科研和教学人员共同关心的课题。

本文通过阐述元认知理论以及元认知与英语阅读的关系，重点剖析了元认知策略在英语阅读中的应用及如何利用元认知理论提高英语阅读兴趣，最后本文探讨了教师在英语阅读教学中，如何培养学生的英语阅读元认知能力，提出了三点教育建议可以在一定程度上提高他们的阅读能力。

关键词：

元认知策略英语阅读教学应用

Introduction

Constructivistlearningtheoryholdsthatreallearningisenoughtolevelthinkingactivities.Learnersmustdeveloptheirownlearningstrategiesduringtheprocessofproblemsolving.ThroughoutthevariousEnglishlanguageexaminationsinrecentyears,growingemphasisisputonEnglishreading.HowtoimproveEnglishreadingabilitybecomesacommonconcernofteachersandstudents,anditisthekeyofstudent’stransformationfromPassivetoactive.AsweallknowtherearesomanyfactorswhichaffectEnglishreadingability.Apartfromthebasicknowledgesuchasgrammar,vocabulary,themainreasonswhystudentscannotimprovetheirEnglishreadingabilityarethattheylackaObjectiveevaluationabouttheirownreadingability,andthattheylacknecessaryknowledgeaboutEnglishreadingtasksandrequirements.somestudentsLackinterestinEnglishreadingandreadingstrategies.SomestudentsmaybehavetheinterestinEnglishreadingandreadingstrategies,buttheyLackabilityofself-monitorandself-regulateduringtheprocessofreading,sotheycannotreacheffectivenessinEnglishreading.Therefore,inmyopinion,Englishreadingteachingshouldtransformtheemphasisfromlanguageitselftostudents.that’stosay,weshouldputmoreemphasisonenhancingstudents’lifelonglearningabilityInthiswaywehaveaneedtointroducemeta-cognitiveteachingtheoryinEnglishreadingteachingtohelpstudentsimprovetheirwaysoflearning.Onceweadoptthemeta-cognitiveteachingtheory,wecangivestudentsmoretimeandmoreenergyforself-studyandself-activity.Andwecanalsoencourageandinstructstudentstostudyindependentlywiththehopeofenhancingtheirabilityandeffectivenessofleaning.Infact,inChinapeoplehaverealizedtheimportanceofthinkingaboutorcontrollingone’sownthinkingandlearningprocesses.Buttheterm,meta-cognitionwasnotintroduceduntil1976.Thenotionof“meta-cognition”wasfirstlyintroducedbyJohnFlavellintheearly1970s（Flavell,1971）whilehewasstudyingthe“meramenory”.Itisbelievedthatmeta-cognitiveprocessescanplayacentralroleinperformingmanytasks.Therefore,“meta-cognition’hasunsurprisinglybeengivenmuchattentionbyresearchersineducationalpsychology.Atthattime,researcherspaidmuchattentiontotheintroductionanditsrelationshipwithsomeotheraspects.Whenmeta-cognitivetheoriesareintroducedintoChina,thosestudiesarejustfromtheperspectiveofmeta-cognitivestrategiesandskill,forexample,whetherandhowtheconceptofmeta-cognitionandresearchfindingcanbeappliedtoEnglishreadinginChinesehighschool.Forthegreatimportanceofmeta-cognitioninL2reading,thepresentstudyattemptstodescribethestateofChinesehighschoollearners’L2readingmeta-cognitionknowledge,andtheexperimentiscarriedouttoseewhetherstudentswhocangethighscoresinmeta-cognitivestrategiesarelikelytogethighscoresinreadingtest.

Chapter1Meta-cognition

1Thedefinitionofmeta-cognition

Meta-cognitionisdefinedas"

cognitionaboutcognition"

or"

knowingaboutknowing."

[1]Itcantakemanyforms;

itincludesknowledgeaboutwhenandhowtouseparticularstrategiesforlearningorforproblemsolving.[1]Metamemory,definedasknowingaboutmemoryandmnemonicstrategies,isanespeciallyimportantformofmeta-cognition."

[2]Differencesinmeta-cognitiveprocessingacrosscultureshavenotbeenwidelystudied,butcouldprovidebetteroutcomesincross-culturallearningbetweenteachersandstudents.[3]Someevolutionarypsychologistshypothesizethatmeta-cognitionisusedasasurvivaltool,whichwouldmakemeta-cognitionthesameacrosscultures.[3]Writingsonmeta-cognitioncanbetracedbackatleastasfarasDeAnimaandtheParvaNaturaliaoftheGreekphilosopherAristotle.[4]

J.H.Flavellfirstusedtheword"

meta-cognition"

.[5]Hedescribesitinthesewords:

Meta-cognitionreferstoone’sknowledgeconcerningone’sowncognitiveprocessesoranythingrelatedtothem,e.g.,thelearning-relevantpropertiesofinformationordata.Forexample,Iamengaginginmeta-cognitionifInoticethatIamhavingmoretroublelearningAthanB;

ifitstrikesmethatIshoulddoublecheckCbeforeacceptingitasfact.

—J.H.Flavell（1976,p.232）.

2ThecomponentsofMeta-cognition

Meta-cognitionisclassifiedintothreecomponents:

1.Meta-cognitiveknowledge（alsocalledmeta-cognitiveawareness）iswhatindividualsknowaboutthemselvesandothersascognitiveprocessors.

2.Meta-cognitiveregulationistheregulationofcognitionandlearningexperiencesthroughasetofactivitiesthathelppeoplecontroltheirlearning.

3.Meta-cognitiveexperiencesarethoseexperiencesthathavesomethingtodowiththecurrent,on-goingcognitiveendeavor.

Meta-cognitionreferstoalevelofthinkingthatinvolvesactivecontrolovertheprocessofthinkingthatisusedinlearningsituations.Planningthewaytoapproachalearningtask,monitoringcomprehension,andevaluatingtheprogresstowardsthecompletionofatask:

theseareskillsthataremeta-cognitiveintheirnature.Similarly,maintainingmotivationtoseeatasktocompletionisalsoameta-cognitiveskill.Theabilitytobecomeawareofdistractingstimuli–bothinternalandexternal–andsustaineffortovertimealsoinvolvesmeta-cognitiveorexecutivefunctions.Thetheorythatmeta-cognitionhasacriticalroletoplayinsuccessfullearningmeansitisimportantthatitbedemonstratedbybothstudentsandteachers.Studentswhodemonstrateawiderangeofmeta-cognitiveskillsperformbetteronexamsandcompleteworkmoreefficiently.Theyareself-regulatedlearnerswhoutilizethe"

righttoolforthejob"

andmodifylearningstrategiesandskillsbasedontheirawarenessofeffectiveness.Individualswithahighlevelofmeta-cognitiveknowledgeandskillidentifyblockstolearningasearlyaspossibleandchange"

tools"

orstrategiestoensuregoalattainment.Meta-cognologistsareawareoftheirownstrengthsandweaknesses,thenatureofthetaskathand,andavailable"

orskills.Abroaderreperto