初中生英語(yǔ)閱讀元認(rèn)知策略使用情況調(diào)查研究.pdf

1、東北師范大學(xué)碩士學(xué)位論文初中生英語(yǔ)閱讀元認(rèn)知策略使用情況調(diào)查研究姓名：弓艷輝申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論英語(yǔ)指導(dǎo)教師：王啟燕20090501AbstractInrecentyears，theconceptofmeta—cognitivestrategyhasbeenattractingwiderandwiderattention，andmoreandmoreimportancehasbeenattachedtothedevelo

2、pmentinusingmeta—cognitivestrategiesTheuseofmetacognitivestrategiesinvolvesanabilityofconsciouslyusingmetacognitiveknowledgeandperformstoplan，monitorandevaluatelearningprocessAlotofresearcheshaveshownthatstudentswhohavem

3、asteredmetacognitivestrategiesusuallyperformbetterthanthosewhohavenotinlanguagedevelopmentsuchaslistening，reading，speakingandwritingForexample，readingdevelopmentisstronglyrelatedtotheuseofmetacognitivestrategiesReadingco

4、mprehensionisoneoftheimportantskillsandoneoftheultimategoalsinforeignlanguagelearningReadingaSaprocessofpsycholinguisticactivityreadersshouldcombinetheirknowledgeorschemawiththetextualinformationintheprocessofplanning，re

5、cognizing，guessing，inferring，proving，monitoringandevaluatingInthisactiveprocess，strategiesinvolvedaffecttheprocessofreadingcomprehension，andthereadershouldintentionallyregulateandcontrolthereadingprocessandadoptappropria

6、testrategiestosolvetheproblemsduringitMetacognitivestrategiesaremoreuniversallyapplicablethroughfocusuponplanning，monitoringandevaluatingtheprocessofreadinginordertoensurethatthereadinggoalCanbereachedSothereisnodoubttha

7、tthereexistsadirectrelationshipbetweenEnglishreadingandmetacognitivestrategiesThepurposeofthepaperistoinvestigatetheuseofmetacognitivestrategiesinreadingbyjuniorhighschoolstudentsOnehundredjuniorhighschoolstudentsandthre

8、eteachersinYongjicountyofJilinProvinceparticipatedinthestudyThestudentscompleteddatasetsthatwereexaminedforquestionnaireandinterviewswhichwerepresentedinChineseThequestionnaireincludedthreecategoriesofmetacognitivestrate

9、gies：planning，monitoring，andselfevaluationAllsubjectswereaskedtoproduceselfreporteduseofmetacognitivestrategieswhentheyarereadingInterviewofteachersandstudentscontainsomerelatedquestionsinordertofmdoutsomeinformationthat

10、questionnaireCannotencompassTheresultsindicatedthatjuniorhighstudentsuselowoverallmetacognitivereadingstrategiesMorespecificallystudentsonlyusealittleplanningstrategy；monitoringandselfevaluationstrategiesaretheleastoften

11、employedTheresultsalsoindicatedthatjuniorhighstudentsdon’tunderstandhowtousemetacognitivestrategiestohelptheirreadingForthis，theresearchercontinuestoanalyzethereasonswhystudentsuseafewmetacognitivestrategiesintermofattit