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元认知与大学英语阅读理解的相关研究
时间:2012-10-24 浏览次数:1279次 无忧论文网
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【中文题名】 元认知与大学英语阅读理解的相关研究 【英文题名】 Research on the Correlation between Metacognition and EFL Reading of College Students 【中文摘要】 元认知由美国心理学家Flavell于20世纪70年代在研究元记忆的过程中提出,其含义是“反应或调节认知活动的人一方面的知识或者认知活动”,其核心意义是对认知的认知。这一概念一经提出,就应起了心理学家们的广泛关注,并很快成为认知心理学和教育心理学研究的一个重要领域。元认知在许多不同的认知活动中都起着重要的作用,并在人工智能、认知行为矫正、人格发展、教育等领域得到了广泛的应用。由于元认知对学生的思维活动有着调控、调节的作用,其发展水平直接制约着学生的智力、思维发展水平,元认知知识的提高能弥补一般能力的不足;同时,由于 【英文摘要】 ‘Metacognition’ has been a very much-concerned topic in educational psychology for the past two decades. According to this theory, one actively monitors, controls, evaluates, and regulates his cognitive strategies to achieve his purpose in a cognitive behavior. Meanwhile, it is commonly believed that reading comprehension is a process in which the reader constructs meaning based on the information from the visual text and his relevant background knowledge. Although there are many researches abroad that 【英文关键词】 metacognition. metacognitive knowledge. reading comprehension. Chapter 1 Introduction 8-15 1.1 The Problem 8-9 1.2 Contexts and Rationale 9-12 1.2.1 Importance of College English Reading 9-10 1.2.2 A Brief Review of the Evolution of Metacognition 10-15 1.3 Purpose of the Study 12-13 1.4 Organization of the Thesis 13-15 Chapter 2 Literature Review 15-42 2.1 Theory of Reading 15-24 2.1.1 What is Reading 15-17 2.1.2 Definition of Reading Comprehension 17-18 2.1.3 Models of Reading Process 18-24 2.2 Metacognitive Theories 24-35 2.2.1 Definition of Metacognition 24-27 2.2.2 Metacognitive Knowledge 27-30 2.2.3 Metacognitive Knowledge and Metacognitive Strategies 30-35 2.3 Review of Metacognitive Research in SLA and FLT 35-42 2.3.1 Empirical Studies on Metacognitive Knowledge 35-40 2.3.2 Metacognitive Training in SLA and FLT 40-40 2.3.3 Metacognitive Awareness in China 40-43 Chapter 3 Method 42-48 3.1 Participants 42-43 3.2 Instruments 43-46 3.2.1 Questionnaire 43-46 3.2.2 Reading Comprehension Test 46-48 3.3 Data Collection Procedure 46-47 3.4 Data Analysis 47-48 Chapter 4 Results and Discussion 48-55 4.1 State of Chinese College Students’ English Reading Metacognitive Knowledge 48-52 4.1.1 Average Level of English Reading Metacognitive Knowledge of all Participants 48-51 4.1.2 Difference among Students from Different Majors 51-076 4.2 Relationship between Metacognitive Knowledge and English Reading Proficiency 52-53 4.3 Comparing Reading Abilities of Students with Different Metacognitive Levels 53-55 Chapter 5 Conclusion 55-58 5.1 Major Findings of this Study 55-56 5.2 Classroom Implication 56-57 5.3 Limitations of the Present Study and Recommendations for Future Research 57-076 References 58-62 Appendix I 62-65 Appendix II 65-074 中文摘要 074-076 Abstract in English 076-77
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