摘要
阅读在英语教学中一直以来都是重点，现实中英语阅读教学往往会出现耗费了很多时间和精力,而学习效果还不太理想的现象。研究发现学习策略与阅读有着密切的关系，我国有关英语学习策略研究虽然起步比较晚,但是已经取得了一些研究成果,对我国外语教育教学也产生了较大的促进和推动作用。但是实际教学中，英语教师相对来说重视书本知识和语法的传授,而不太注重阅读策略尤其是元认知策略的培养和强调。元认知策略是语言学习策略的一种,是对于认知策略的监控，包括对学习过程的计划、监控和反思评价策略。此策略的使用能有效促进学习者对自己学习的管理,形成自主学习的能力。因此笔者在对相关文献做了深入阅读和思考之后，提出以下问题：(1)元认知策略对训练对高职学生的元认知策略使用意识的提升是否有帮助? (2)元认知策略对提升高职英语阅读理解成绩是否有帮助?(3)元认知策略中的哪一种与对高职英语阅读能力的提升帮助最大?为此,笔者开始关注本地高职院校中排位比较靠前的汕头职业技术学院，对其中的英语教育专业19级两个平行班进行了元认知策略的实验。本研究以定量研究为主 ， 结合一定的定性研究 ，使用的方法包括准实验研究 、调查问卷 和访谈，培养和检验学生元认知策略计划 、监控 、评价和调整策略意识的变化和阅读成绩的变化 。利用 SPSS 22 . 0 对问卷和准实验研究中采集整理的数据进行分析 ，并结合访谈内容 ，发现目前高职学生的元认知策略意识整体不强；Pearson 相关性分析发现介入变量与学生阅读效果相关 ，而通过对这些变量与阅读成绩所作的多 元回归分析发现 ，监控策略与阅读效果相关性最高 。通过元认知策略训练 ，实验班的学 生元认知策略使用意识有了显性提高 ，主要反映在相关介入变量即策略使用行为的变化 上 。研究结果表明 ，元认知策略训练模型可以帮助学生提高阅读成绩 。
关键词： 元认知策略；高职英语；阅读教学
Abstract
Reading has always been the focus of English teaching. In reality, English reading teaching often consumes a lot of time and energy, but the learning effect is not ideal. It is found that there is a close relationship between learning strategies and reading. Although the research on English learning strategies started relatively late in China, some research results have been achieved, which also has a great role in promoting foreign language education and teaching in China. However, in practical teaching, English teachers pay more attention to the teaching of book knowledge and grammar than to the cultivation and emphasis of reading strategies, especially metacognitive strategies. Metacognitive strategy is a kind of language learning strategy. It is the monitoring of cognitive strategy, including the planning, monitoring and reflective evaluation of the learning process. The use of this strategy can effectively promote learners' management of their own learning and form the ability of autonomous learning. Therefore, after deeply reading and thinking about the relevant literature, the author puts forward the following questions: (1) is metacognitive strategy helpful to improve the awareness of metacognitive strategy use of vocational college students（ 2) Does metacognitive strategy help to improve English reading comprehension in Higher Vocational Colleges（ 3) Which of the metacognitive strategies is most helpful to the improvement of Higher Vocational English reading ability? Therefore, the author begins to pay attention to Shantou vocational and technical college, which ranks first in the local higher vocational colleges, and conducts a metacognitive strategy experiment on two parallel classes of English education major, grade 19. This research is mainly quantitative research, combined with certain qualitative research. The methods used include quasi experimental research, questionnaire and interview to cultivate and test students' metacognitive strategy planning, monitor, evaluate and adjust the change of strategy awareness and reading performance. SPSS 22.0 is used to analyze the data collected from the questionnaire and quasi experimental research, and combined with the interview content, it is found that the overall awareness of metacognitive strategy of higher vocational students is not strong; Pearson correlation analysis found that intervention variables were related to students' reading effect, and multiple regression analysis showed that monitoring strategies had the highest correlation with reading effect. Through metacognitive strategy training, the awareness of metacognitive strategy use of students in the experimental class has been significantly improved, which is mainly reflected in the change of relevant intervention variables, namely, strategy use behavior. The results show that metacognitive strategy training model can help students improve their reading performance.
Key words: Metacognitive strategy; Higher Vocational English; reading teaching
目 录
1绪论
1.1 研究背景
1.2研究意义
1.2.1理论意义
1.丰富高职英语阅读教学中元认知策略训练的研究。
2.提高高职学生的学习效率和学习能力。
1.2.2实际意义
1.3论文思路 5
2.1文献综述
2.1.1国外研究 10
2.1.2 国内研究 13
2.1.3研究趋势 15
2.2研究方法 15
2.2.1文献分析法 16
2.2.2实证研究方法 18
2.2.3 SPSS数据分析方法 19
3.理论框架 21
3.1认知语言学理论 21
3.2学习策略理论 21
3.3元认知策略 22
3.3.1元认知 22
3.3.2元认知策略 23
3.4阅读策略 23
4研究设计概述 23
4.1总体研究思路 24
4.2研究对象 24
4.3元策略培训 25
4.3.1培训思路 25
4.3.2预试验 27
4.3.3培训模式 27
4.3.4培训的实施 28
4.3.5试验后测试 31
5数据分析与讨论 31
5.1学生阅读理解的元认知策略分析 31
5.2学生阅读成绩分析 34
5.2.1训练前的阅读表现 34
5.2.2训练后的阅读表现 34
5.3元认知策略的使用与英语阅读理解的关系 35
5.4访谈 36
6主要研究成果及讨论 37
6.1主要研究成果 37
6.2讨论 37
7.总结 40
7.1主要发现 40
7.2启示 40
7.3本研究的不足 40
