论文2Word文档下载推荐.docx

论文2Word文档下载推荐.docx

《论文2Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《论文2Word文档下载推荐.docx（12页珍藏版）》请在冰豆网上搜索。

论元认知理论在英语阅读教学中的应用

（英文）：

TheApplyingofMeta-cognitiveStrategiesinEnglishReadingTeaching

姓名刘春蕾

学号200721110330

院（系）外语系

专业、年级2007级英语专业

指导教师许艾明

Contents

Abstract……………………………………………………………..1

Introduction……………………………………………………...…2

Chapter1Englishreadingcomprehensionteaching

1.1RelatedresearchesaboutEnglishreadingteachingathomeandabroad

1.2TheexistingproblemofEnglishreadingteachinginChinesehighschool

Chapter2themeta-cognitivestrategyandEnglishreading

2.1thedefinitionofmeta-cognition…………………………….…

2.2classificationofmeta-cognition………………………….……

2.3TherelationbetweenEnglishreadingcomprehensionabilityandmeta-cognition

2.4TheimpactofMeta-cognitiononReadingComprehension

2.4.1Planning………………………………………

2.4.2Monitoring………..…….

2.4.3Evaluation……………………………………….….....

Chapter3thetrainingofMeta-cognitivestrategy

3.1increaseawarenessoftheknowledgeofmeta-cognitivestrategies

3.2strengtheningthetrainingofmeta-cognitivestrategies

3.3creatingthereadingenvironmentthatcanraisestudents'

meta-cognitiveability

Conclusion…………………………………………………………

Notes…………………………………………………………..……

Bibliography………………………………………………………..

Acknowledgements…………………………………………………

TheApplyingoftheMeta-cognitiveStrategiesinEnglishReadingTeaching

Liuchunlei

Abstract：

Duetotheimportanceofreadingamongthebasicskillsinforeignlanguagelearning,howtoimprovestudents’EnglishreadingproficiencyhaslongbeenacommonconcernofresearchersandEnglishteachers.Thisthesisisatentativestudyofimprovingstudents’readingproficiencyfromtheviewpointofthemeta-cognitivestrategytraining.Intheearlytimes,greatattentionhadbeenpaidtothestudyofvariousteachingmethodologiesinordertofindthemostefficientone.However,thereseemedtobenowaynot.Foronething,noneofthemethodologiescanbesaidtobeperfect.Foranother,thereisnoperfectmethodologytoeveryone,ifstudentsarereallytreatedasindividuals.Itwasnotuntilthe1960sthatthefocusofresearchshiftedfrom"

howtoteach"

to"

howtolearn"

.Forthefirsttime,itwaswidelyacknowledgedthattrainingstudentshowtoreadwasevenmoreimportant.Nowadays,thenumberofstudentsisalwaysontherise.Asaresult,teachershavetofaceaclassof40to60students,whoseEnglishreadingproficiencyvariesalot.Inordertoadapttothenewteachingenvironmentandachievetheeducationalobjective,teachersshouldconsiderhowtofosterstudents’abilitytoreadindependently.Drawingontheresearchonlearningstrategiesathomeandabroad,thisthesisfinallydecidesonthetrainingofmeta-cognitivestrategiesandprobeshowtointegratemeta-cognitivestrategytrainingintoEnglishreadingteachingformiddleschoolstudents.

Keywords：

meta-cognitivestrategies；

Englishreadingteaching

摘要:

由于阅读在外语语言基本技能中的重要地位，如何提高学生的英语阅读水平长期以来一直是研究人员和英语教师共同关心的话题。

本文试图从元认知策略培养的角度出发来探讨这一问题。

起初人们主要从教的方面来解决这一问题，试图找到一种最有效的教学方法，然而，没有哪种教学方法可称得上是完美无缺的，也没有哪种教学方法能适合于所有的学生。

直到20世纪60年代，人们才把研究的重点从“怎样教”转向“怎样学”，为这一问题的解决开辟了新的思路。

教师第_次意识到教会学和如何自主阅读更为重要。

目前中国学生在校人数不断增加，教师面临的往往是40到60人一个班的大课堂，同一班级学生的英语水平参差不齐，差距很大，为了适应新的教学环境同时达到英语教学的最终目的，教师应该考虑如何培养学生的独立英语阅读能力。

本文借鉴国内外有关学习策略的研究成果，选定以元认知策略培养为切入点，并探讨了如何将元认知策略培养融入到中学英语阅读教学中去。

关键词：

元认知策略；

英语阅读教学

Introduction

Constructivistlearningtheoryholdsthatreallearningisenoughtolevelthinkingactivities.Learnersmustdeveloptheirownlearningstrategiesduringtheprocessofproblemsolving.ThroughoutthevariousEnglishlanguageexaminationsinrecentyears,growingemphasisisputonEnglishreading.HowtoimproveEnglishreadingabilitybecomesacommonconcernofteachersandstudents,anditisthekeyofstudent’stransformationfromPassivetoactive.AsweallknowtherearesomanyfactorswhichaffectEnglishreadingability.Apartfromthebasicknowledgesuchasgrammar,vocabulary,themainreasonswhystudentscannotimprovetheirEnglishreadingabilityarethattheylackanObjectiveevaluationabouttheirownreadingability,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

1.1RelatedresearchesaboutEnglishreadingteachingathomeandabroad

Sincethe60s,foreignlinguistsfromdifferentperspectivescarryoutresearchesontheprocessofEnglishreadingteaching,enrichingthetheoryofEnglishreading.ThefamouslinguistHarriseverpointedout:

languageexistsintherelatedtext,butnotexistsinaseriesofwordsandsentences.AmericanscholarGoodmanK.S.alsoputforwardhisowntheory:

readingistheguessingofPsycholinguistic[1].AccordingtoGoodman’stheory,readingcomprehensionisresultofinteractionoflanguageknowledgeandtheknowledgethatexistedinourminds.Theefficientreadingdependsonsenseinputbasedonlanguageinputandnon-sensinginputbasedonthereaders’knowledge.[2].Early70s,therearesomenewdevelopmentinforeignlanguageteaching,shiftingthekeypointfromteacherstostudents.Newcommunicativeapproachemerges,whichdisapprovesthemechanicaltrainingandemphasizesthemobilizationofstudents’enthusiasmandthetrainingofstudents’communicativeability.In80sKarel[3]putforward“modernschematheory”,whichheldthatreadersusedthedoublestructureofschematodecode.Andtheschematheoryindicatesthatthemoreknowledgeaboutreadingmaterial’swording,contentandstylestudentshave,thedeeperunderstandingstudentswillhave.Thecontributionthatschematheorymakesisthatteachersshoulduselotsofteachingmethodstoincreasetheinputofbackgroundknowledge,toactivatestudents’relatedschemaandtohelpstudentsconnectthebackgroundknowledgeandtheinformationofthereadingmaterial.

Theaboveresearchaboutthereadingtheoryindicatesthatreadingisnotapassivemechanicalprocess,butacomplexpsychologicalprocessandaactivethinkingprocess.

Besides,therearemanykindsofreadingtheoryandmodelsofreadingteaching,andthemostclassicaltheoriesarethetraditionalvocabularyreadingmethod,schemareadingmethodandtextreadingmethod.Eachtheoryhasitsadvantageanddisadvantagebecauseeachofthemisfromdifferenttimeandbackground,aimingatdealingwithsomespecificproblem.Actually,peoplehavemadeabriefsummaryforeachtheoryandschema.Forexample,thereadingmethodthatbasedonvocabularyandgrammaristext-basedmethod,theschemareadingmethodbasedoninformationiscalledcontent-basedmethod,andthereadingmethodbasedoncontextiscalledcontext-basedmethod.

Althoughvariouskindsofmethodscameabout,therestillexistsomeproblemsinEnglishreadingteaching.Thepresentsituationisthattheaveragereadingabilityofourstudentsisnotsatisfactory.Moststudentsfailtomeetthenewcurriculum’srequirements.Soitisnecessarytochangethisstate.BydoingsomeinvestigationsaboutthepresentsituationofEnglishreadingteaching,IfindouttherestillexistsomeproblemsinEnglishreadingteaching.

1.2TheexistingproblemofEnglishreadingteachingonteachersandstudentsinChinesehighschool

Firstly,thesurveyindicatesthatmanyteachersstillfollowthetraditionaltranslationmethodofteachingundertheinfluenceofexam-orientededucation.Itemphasizedtheleadingroleofteachers,andstudentsaremerelypassiverecipientsofknowledge.Teachersareusingthe"

bottomup"

wayofunderstandingwhichholdsthatstudentscanunderstandthetextaslongastheyunderstandthemeaningoftheword