【作者】 王淳；

【导师】 刘菲菲；

【作者基本信息】 南京师范大学 ， 学科教学（英语）（专业学位）， 2023， 硕士

【摘要】 阅读是一项包含复杂心理过程的语言活动,包含认知及元认知过程。其中,元认知策略的有效应用已被证明有利于阅读表现的提升,同时,《义务教育英语课程标准》(2022年版)也首次对初中生元认知策略的使用提出了具体要求。因此,初中生阅读过程中元认知策略的使用应引起足够的重视。元认知策略训练是提高元认知策略使用水平的有效手段,然而,当前国内英语阅读领域初中阶段的元认知策略训练研究相对较少。因而,本研究在初中英语阅读教学中开展了基于CALLA的元认知策略训练的实证研究。本研究关注三个研究问题:(1)初中生元认知策略的使用现状如何?(2)元认知策略训练后初中生在英语阅读过程中元认知策略的使用有何变化?(3)元认知策略训练对初中生英语阅读成绩有什么影响?本研究的研究对象是来自南京市某初中两个平行班的共99名初二学生。经检验,实验开始前两个班级的基本情况和阅读成绩均没有显著差异。笔者在实验开始前开展了问卷调查前测,旨在了解训练前初中生阅读过程中的元认知策略使用现状。经过10周的元认知策略训练后,再一次进行了阅读测试和问卷调查,并进行了细致的分析。另外,笔者还和不同英语阅读水平组的学生进行了一对一的访谈。研究发现:(1)训练前,学生元认知策略的整体使用水平较低,不同的策略使用水平有明显的差异。选择性注意相关的策略使用频率较高,属于中等水平的使用。然而计划、监控和评价相关的策略使用水平较低,属于低水平的使用。(2)训练后实验班学生元认知策略的各个子范畴的使用水平都有不同程度的提升。训练后,学生使用较多的仍是选择性注意相关的策略,尽管仍然属于中等水平的使用,但是均值明显增大。未经过训练的学生监控相关的策略使用水平最低,但是经过训练的学生监控相关的策略使用水平提升幅度最大。(3)元认知策略训练可以提升初中生英语阅读成绩。高水平和中等水平的学生提升效果显著,而低水平的学生提升幅度较小。本研究发现,当前初中生英语阅读过程中元认知策略使用水平较低,而元认知策略训练可以提高学生的元认知策略使用水平,也有助于阅读成绩的提升。元认知策略训练在初中英语阅读教学中的实施是有积极效果的,但在实施过程中,教师应注意以下几点:(1)大多数学生对于元认知策略了解有限,因此,在元认知策略训练过程中教师应该注意元认知策略基础知识的教授。(2)元认知策略训练后学生元认知策略的各个子范畴的使用水平会有不同程度的提升,因此可以更多的留意选择性注意等提升较为困难的相关元认知策略的训练。(3)尽管元认知策略训练被证明可以提高阅读成绩,但在训练中,教师应该注意对不同水平的学生进行侧重点不同的元认知策略训练。然而,本研究在实验时间和研究对象上仍具有局限性,将来还需要更长的元认知策略训练周期和更多初中阶段的学生参加到教学实验中来。更多还原

【Abstract】 Reading is a linguistic activity that involves complex mental process,including cognitive and metacognitive process.The effective use of metacognitive strategies has been shown to enhance reading performance,and for the first time,the English Curriculum Standards of Compulsory Education(2022 Edition)also sets out specific requirements for the use of metacognitive strategies for junior high school students.Therefore,it is crucial to pay sufficient attention to the use of metacognitive strategies in the reading process of junior high school students.Metacognitive strategy training is an effective means to improve the use of metacognitive strategies.However,there are relatively few studies on metacognitive strategy training for junior high school students in the field of English reading in China.To address this gap,the present study aims to conduct an empirical investigation of metacognitive strategy training based on the Cognitive Academic Language Learning Approach(CALLA)in the context of junior high school English reading instruction.Specifically,this study seeks to answer three questions:(1)What is the current status of metacognitive strategy use in junior high school students’English reading?(2)What is the impact of metacognitive strategy training on junior high school students’use of metacognitive strategies in English reading?(3)What is the impact of metacognitive strategy training on the reading achievement of junior high school students?The participants of this study were a total of 99 junior high school students from two parallel classes at a school in Nanjing.Prior to the experiment,no significant differences were observed between two classes in terms of their basic profile and reading scores.To assess the current status of metacognitive strategy use of junior high school students,a pre-questionnaire was conducted before the 10-week metacognitive strategy training.Following the training,a reading test and a questionnaire were administered and analyzed in detail.Moreover,one-on-one interviews were conducted with students from different levels of English reading proficiency.The study revealed that:(1)Prior to training,the overall use of students’metacognitive strategy use was low,with significant differences observed in the use of different strategies.Strategies related to selective attention were used more frequently at a moderate level,while planning,monitoring and evaluation related strategies were used at a lower level.(2)The level of use of each subcategory of metacognitive strategies of students in the experimental class increased to different degrees after training,with selective attention related strategies still being used more frequently.Although they still belonged to the medium level of use,the mean value increased significantly.Students without training had the lowest level of monitoring related strategy use,but those with training had the greatest increase in monitoring related strategy use.(3)Metacognitive strategy training can improve middle school students’English reading performance.However,greater improvements were observed among students with higher levels of English proficiency,while low-level students demonstrated smaller improvements.This study highlights that the current use of the metacognitive strategy during English reading process of middle school students is low,but metacognitive strategy training can enhance their use and contribute to improved reading performance.The implementation of metacognitive strategy training in junior high school English reading teaching has positive effects,but teachers should pay attention to the following points during implementation:(1)Most students have limited knowledge about metacognitive strategies,so teachers should pay attention to teaching the basics of metacognitive strategies in the process of metacognitive strategy training.(2)After training,students’use of different subcategory of metacognitive strategies will be improved to varying degrees,so training for more challenging strategies,such as selective attention,should be given more attention.(3)Although metacognitive strategy training has been shown to improve reading performance,teachers should tailor the training progress based on the proficiency levels of individual students.However,the present study still has limitations in terms of experimental duration and sample size,and future research should include longer metacognitive strategy training periods and larger samples of middle school students.更多还原