【作者】 王冬梅；

【导师】 刘慧君；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2004， 硕士

【摘要】 本文报告了一项关于英语专业学生的元认知策略对英语阅读的影响的实证性研究的情况。本研究采用问卷调查结合测试来采集数据，并借助SPSS(社会科学统计软件)来分析这些数据。通过对这些数据的定量分析得出以下结果： (1) 在英语阅读中，受试频繁使用的元认知策略为：①注意文章中的注释并用它们来理解文章的内容；②注意文章的印刷特点并用它们来判断主要信息；③根据时间、阅读量来调整阅读速度；④利用划线或做记号来强调重点，帮助自己回忆文章的内容；⑤根据阅读目标找出符合自己水平的读物；⑥将内容要点联系起来帮助自己理解；⑦注意文章的主题句，藉此判断文章主旨或大意；⑧将已有的背景知识和文章的内容联系起来帮助自己理解；⑨根据标题预测文章内容；⑩遇到不理解的地方，反复阅读不理解的部分。很少使用的策略有：①将英语译成汉语，通过汉语思维来理解文章；②集中精力于搞清每个单词的意思；③碰到生词马上查词典。 在五种元认知策略类型中，选择注意策略使用的最多，而评价策略使用的最少。 (2) 总体来说，元认知策略对英语阅读有积极影响，这种影响在统计学上具有比较显著意义。 (3) 英语语言水平和元认知策略对英语阅读成绩具有一定的预测力 (4) 受试频繁使用的元认知策略若单独使用时对受试的英语阅读成绩似乎没有太大的影响。 本研究结果进一步证实了元认知策略对英语阅读起积极作用这一观点，为英语阅读教学和元认知策略训练提供了一些现实依据，希望对英语教学如何加强元认知策略训练能有一定的启示。更多还原

【Abstract】 This paper reports an empirical study of the influences of metacognitive strategies on English reading. Sixty -four sophomore English majors participated in the study. One questionnaire, one reading test and one English proficiency test were used to collect the data. SPSS 12.0 for Windows was adopted to analyze the data. The quantitative analyses of the data generated thefollowing major findings:(1) The individual metacognitive strategies usually used by the students are : 〧inding reading materials that are at or near one’s level; (2)Adjusting reading rate by time and reading materials; (3) Anticipating the contents of the texts based on the title; (4)Relating prior knowledge to text content for understanding;(5)Relating main points to one another for understanding; (6) Paying attention to typographical features;(7) Paying attention to notes in the text, (8) Underlining and marking main points for remembering; (9) Paying attention to the topic sentences; (10) Rereading when faced with difficult content.The individual strategies that are not usually used by the students are: (1) Translating the text into Chinese and thinking in Chinese; (2)Focusing on determining the meanings of unknown words; (3)Looking up each unfamiliar word in the text.Of the five metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least favored by them.(2) Metacognitive strategies have meaningfully positive effect on English reading,(3) Both English proficiency and metacognitive strategies can in some way predict English reading achievement, but the former appeares to be even more substantial.(4) Most of the metacognitive strategies highly used by the students seem to have not much effect on their reading comprehensionThe findings of this study indicate that metacognitive strategies do have some positive effect on English reading, and offer some insights into EFL reading instruction and metacognitive strategy training in China.更多还原