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.docx
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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
本科毕业论文
题目(中文):
论元认知理论在高中英语阅读教学中运用
(英文):
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"tools"orskills.Abroaderreperto