中学生二语阅读中的元认知策略研究.

1、涓 鐢熶簩璇槄璇讳腑鐨勫厓璁/煡绛栫暐鐮旂门涓鐢熶簩璇 槄璇讳腑鐨勫厓璁/ 煡绛栫暐鐮旂A Study of Chi nese Middle SchoolStudentsMetacognitive Strategies in L2Read ing銆愪綔鑰呫？?闈栨锛?巾 銆愬甯堛？?绾簯闇烇紱 銆愪綔鑰呭熀鏈俊鎭？?灞变笢澶y锛?鑻辫璇鏂囧锛?2006 锛? 纭曞+銆愭憳瑕併？?鑷粠 Flavell 鎖愬嚭鍏冭鐭m兢姒傚康浠二澈锛岃秺鏉日秺澶氱兢鐮旂寮？濮嬫秹鍙婂厓璁/煡鍛屼笉錫屽涔犱换鍔箣闂寸兢鍏崇郴銆備汉浠凡缁忔櫘閬嶈璇嗗埌鍏冭鐭二湪瀛&敓鐨勫惉璇磋鍐欑瓑鏂归潰璧风潃閲嶈鐨勪綔鐢b

2、?備竴浜涚爺绌剁粨鏋滆鏄庯紝鍏冭鐭二彲浠二彁楂樺鐢熺兢瀛八範鏁堢巼锛屽府鍔+鐢熺悊瑙e拰璁板繂瀛八範浠诲姟浠二強璇勪环瀛八範缁撴灉銆傝？屼綔涓哄厓璁/煡鐨勪竴涓粍鎴愰儴鍒嗙兢鍏冭鐭m瓥鐣m悊璁哄凡缁忔垚涓鸿瑷?鏁欏锛岀壒鍒 槸闃呰 鏁欏 涓 兢鏂扮儹鐐癸紝鐗瑰埆鏄 湪闃呰鏂归潰銆傝秺鏉日秺澶氱兢鏁欏笀鍛岀爺绌惰？呭凡缁忔敞鎰忏埌浜嗗厓璁/煡绛栫暐瀵归槄璇荤兢閲 嶈 浣滅敤锛屽苟浠m浉鍏崇悊璁轰负錯虹鍋氫簡寰蝸瀹炶瘉鐮旂銆？绾佃鐜扮妍锛屽浗鍐呭瀛？呼兢鐮旂缁墩灉鍖呮嫭锛氫綆姘村钩鍛岄珮 姘村钩闃呰鑰呬箣闂寸兢鍏冭鐭m瓥鐣二樊寮傦紱涓？浜涚壒瀹氱兢鍏冭鐭m瓥鐣二彲浠二彁楂橀槄璇昏？呼兢闃呰鑳藉姏锛

3、涘厓璁/煡绛栫暐鍦尢簩璇 槄璇讳腑鍙戞尌閲嶈 浣滅敤銆備緘鏄 紝锲藉 鐨勤爺绌舵湁鍏跺 眬闄愪箣澶勶紝锲犱负浠栦滑鐨勤爺绌朵笉浠卡腑锲界兢鐮旂鑰呬负瀵硅薄 锛屽叾缁撹骞堕潪蹇呼劧鍦板涓 浗鑻辫 闃呰 鏁欏 璧蜂綔鐢b?備腑锲界兢鐮旂鑰呭湪璁以鍏冭鐭m瓥鐣m兢鏃跺？欝富瑕侀拡瀵瑰元瀛&敓锛屾病鏈夂涓鐢熺兢鎯呭喌鍔犱互鍏呭垎娉儿剰锛涜？屼笖澶y鏁扮爺绌跺鍙八竴涓闃呰 姘村钩鏈夌洿鎺二奖鍝嶇兢锲犵礌一一璇姘村钩骞舵湭鍔犱互鎺y埗锛屽洜鑰屽緢闅惧紕娓呭厓璁/煡绛栫暐鍛 岄槄璇昏兘鍔涘湪澶氬元绋嬪害涓婄浉鍏炽？傛牴鎹互涓婄粨鏋滐紝鏈枃浠Malley 鍛孋 hamot 鐨勤悊璁轰负渚濇嵁锛岃瘯锲惧

4、55 錫嶉珮涓敓鍦口槄璇讳腑浣跨敤鍏冭鐭m瓥鐣m兢鎯呭喌杩涜鍒嗘瀽锛屼互鎺鍏冭鐭m瓥鐣二拰闃呰鑳藉姏涔嬮棿鐨勫叧绯汇？傚彟澶栵紝鏈爺绌惰繕鐗瑰埆璁以浜嗚嫳璇瑷?姘村钩浣滀负鎺y埗鍙橀噺瀵瑰厓璁/煡绛栫暐鍛岄槄璇昏兘鍔涚兢褰卞搷銆？鏈枃鍏卞垎锲涚珷锛？绗竴绔犱负鏂囩尞缁 艰堪銆傝繖涓？绔犻鍏堜粙缁嶄簡鍏冭鐭m兢瀹氫篦鍙婂叾缁勬垚锛屾帴涓嬫澈璇存槑浜嗕腑澶栫爺绌惰？呭浣矇粠涓嶅悓鐨勮搴拰灞傞潰瀵瑰厓璁/煡绛栫暐鐞嗚杩涜鍒嗘瀽銆傛渶錫庯紝浣滆？呼畝瑕佹？荤粨浜嗙浉鍏冲疄璇佺爺绌剁兢缁墩灉銆？鍦丨浜岀珷涓紝浣滆？呭 鏈爺绌剁兢 鏂规硶杩涜浜嗛槓杩般？備綔鑰呭鍙楄瘯銆佸疄楠岃璁。？佺爺绌跺伐鍏峰強鏁版嵁

5、鍒嗘瀽绛夐兘閫愪竴杩涜浜嗚 鏄庛？?绗笁绔狗槸鐮旂缁墩灉鍛岃璁恒?傝繖涓？閮厶垎锲炵瓟浜嗘枃绔犲紑澶存彁鍑虹兢锲涗釜闂锛屽苟娑电洊浜嗘瘡绉嶅厓璁/煡绛栫暐鐨勪娇鐢口鐜困紝褰撹嫳璇瑷?姘村钩踞缃 负鎺y埗鍙橀噺鏃讹紝鍏冭鐭m瓥鐣二拰闃呰鑳藉姏鐨勤浉鍏虫？T互鍙婂 鍏冭 鐭m瓥鐣卡？侀槄璇昏兘鍔涖？佽嫳璇 按骞充笁涓彉閲忎箣闂？鏇村杩樺師銆怉 bstract 銆？Since Flavell advocated the theory of metacognition, in creas ing numbers of studies have bee n un dertake n to inv est

6、igate the relatio nship betwee nmetacog niti on and differe nt lear ning tasks. It is now broadly ack no wledged thatmetacog niti on plays an importa nt role in various cog nitive activities such as read ing, liste ning, speak ing and writi ng. Accordi ng to research, metacog niti on canimprove stud

7、e nts lear ning efficie ncy, help stude nts un dersta nd and memorizelear ning tasks and help stude nts evaluate their lear ning results. As a comp onent ofmetacog niti on, the theory of metacog nitive strategies has become a new focus inIan guage teach ing, especially in L2 read ing. More and more

8、teachers andresearchers have no ticed the importa nee of metacog nitive strategies for read ing.Many new empirical studies on metacog nitive strategies have bee n con ducted onthe basis of releva nt theories.Scholarly research at home and abroad has con cludedfrom releva nt empirical studies: 1) Met

9、acog nitivestrategies disti nguish betwee n high-level and low-level readers; 2)Certain metacognitive strategies improve readers reading ability;3) Metacog nitive strategies play an importa nt role in L2 readi ng.Unfortun ately, these studies have certa in shortco min gs. Research by foreig nscholar

10、s does not aim for En glish lear ners in Chi na.Researchers in Chi na, whe n study ing metacog nitive strategies, mai nly talk aboutcollege stude nts. They do not pay atte nti on to middle school stude nts. Mostresearch in Chi na n eglects the importa nt variable of En glish level. These findingshel

11、p to frame the curre nt study. Its purpose is to inv estigate the relati on ship between metacog nitive strategies and readi ng ability of 55 junior high school students. Thetheoretical model for this study is based on O Malleyand Chamot s theoryof metacog nitive strategies. Furthermore, thisstudy p

12、ays special atte nti on to the con trol variable of En glish level and how it in fluences metacog nitive strategies and readi ng ability.This thesis is composed of fourparts:Chapter One is a brief overview of releva nt literature. This chapter first鏇村 杩樺師銆愬叧閿瘝銆？鍏冭鐭m瓥鐣乃紱闃呰鑳藉姏锛？鑻辫姘村钩锛? 銆怟 ey words銆?me

13、tacognitive strategies锛?reading ability锛？Englishlevels 锛?/p鍙傝？冩枃鐚細闃呰璁粌涓嫳璇按骞冲拰鍏冭鐭卡綋楠岀兢浜壬簰浣滅敤一一鏉日 嚜杩借釜鐮旂鐨勮瘉鎹?鏍煎紡锛歱 df |鍙戝竷鑰咃細鍟婅姮|鍙戝竷鏃堕棿锛？011-07-12 鏈枃浣跨敤瀹氭?y拰瀹氶噺涓/鐮旂鏂规硶锛屼互 Flavell 鐨勫厓璁/煡鐞嗚妗嗘灦涓轰緷鎹紪鍒朵簩璇 嫳璇 槄璇诲厓璁/煡璇勪环閲忚锛屽 瀹為撇鐝?5 錫嶅鐢熻繘琛屼负鏈？6 鍛丨兢鍏冭 鐭日缁秫互鎺浜岃闃呰鍏冭鐭日缁秫腑绗 簩璇 闃呰 杩囩涓瘝姹囬檮甯八範寰楄鐭二満鍒舵帰鏋?鏍煎紡锛歱 df |鍙戝竷鑰

14、咃細鍟婅姮|鍙戝竷鏃堕棿锛？011-08-04 闄勫甫瀛八範锛坕ncidental learning锛変笌鏈夋剰瀛八範锛坕 ntentionallearning 锛？闅愭？y涔狂紙 implicit learning锛変笌鏄炬？y涔狂紙explic-it learni ng锛夋槸鐮旂绗簩璇浜岃 闃呰 涓 兢鑱氱劍鍛岃竟缂樿瘝姹囧涔犲疄璇佺爺绌？鏍煎紡锛歱 df |鍙戝竷鑰咃細鍟婅姮|鍙戝竷鏃堕棿锛？011-03-30 鏈爺绌跺熀浜庢敞鎰忏亣璁撅紝閲囩敤銆婂湥缁忋？嬬墖鏂繘琛岀函闃呰璇惧爞瀹為撇锛屼粠璇嶄篦銆佽瘝褰拰鎼麻涓変釜缁村害鎺浜嗛槄璇讳腑鐨勮仛鐒涔犲拰杈圭紭瀛八範锛蝸紶鏂囧繝锛屽惔鏃笢锛

15、?003 锛夈?傜粨鏋滆鏄庯紝绾槄璇诲彲浠卡績銆？銆?涓鐢熶簩璇 槄璇讳腑鐨勫厓璁/煡绛栫暐鐮旂A Study of Chi nese Middle SchoolStudentsMetacognitive Strategies in L2Read ing銆愪綔鑰呫？?闈栨锛?巾 銆愬甯堛？?绾簯闇烇紱 銆愪綔鑰呭熀鏈俊鎭？?灞变笢澶y锛?鑻辫璇鏂囧锛?2006 锛? 纭曞+銆愭憳瑕併？?鑷粠 Flavell 鎖愬嚭鍏冭鐭m兢姒傚康浠二澈锛岃秺鏉日秺澶氱兢鐮旂寮？濮嬫秹鍙婂厓璁/煡鍛屼笉錫屽涔犱换鍔箣闂寸兢鍏崇郴銆備汉浠 凡缁忔櫘閬嶈 璇嗗埌鍏冭 鐭二湪瀛&敓鐨勫惉璇磋 鍐欑瓑 鏂归潰璧

16、风潃閲嶈鐨勪綔鐢b?備竴浜涚爺绌剁粨鏋滆鏄庯紝鍏冭鐭二彲浠二彁楂樺鐢熺兢瀛八範鏁堢巼锛屽府鍔+鐢熺悊瑙e拰璁板繂瀛八範浠诲姟浠二強璇勪环瀛八範缁撴灉銆傝？屼綔涓哄厓璁/煡鐨勪竴涓粍鎴愰儴鍒嗙兢鍏冭鐭m瓥鐣m悊璁哄凡缁忔垚涓鸿瑷?鏁欏锛岀壒鍒 槸闃呰 鏁欏 涓 兢鏂扮儹鐐癸紝鐗瑰埆鏄湪闃呰 鏂归潰銆傝秺鏉日秺澶氱兢鏁欏笀鍛岀爺绌惰？呭凡缁忔敞鎰忏埌浜嗗厓璁/煡绛栫暐瀵归槄璇荤兢閲 嶈 浣滅敤锛屽苟浠m浉鍏崇悊璁轰负錯虹鍋氫簡寰蝸瀹炶瘉鐮旂銆？绾佃鐜扮妍锛屽浗鍐呭瀛？呼兢鐮旂缁墩灉鍖呮嫭锛氫綆姘村钩鍛岄珮 姘村钩闃呰鑰呬箣闂寸兢鍏冭鐭m瓥鐣二樊寮傦紱涓？浜涚壒瀹氱兢鍏冭鐭m瓥鐣二彲浠二彁楂橀槄璇昏

17、？呼兢闃呰鑳藉姏锛涘厓璁/煡绛栫暐鍦尢簩璇槄璇讳腑鍙戞尌閲嶈 浣滅敤銆備緘鏄紝锲藉鐨勤爺绌舵湁鍏跺 眬闄愪箣澶勶紝锲犱负浠栦滑鐨勤爺绌朵笉浠卡腑锲界兢鐮旂鑰呬负瀵硅薄 锛屽叾缁撹骞堕潪蹇呼劧鍦板涓浗鑻辫闃呰鏁欏璧蜂綔鐢b?備 腑锲界兢鐮旂鑰呭湪璁以鍏冭鐭m瓥鐣m兢鏃跺？欝富瑕侀拡瀵瑰元瀛&敓锛屾病鏈夂涓鐢熺兢鎯呭喌鍔犱互鍏呭垎娉儿剰锛涜？屼笖澶y鏁扮爺绌跺鍙八竴涓闃呰 姘村钩鏈夌洿鎺二奖鍝嶇兢锲犵礌一一璇姘村钩骞舵湭鍔犱互鎺y埗锛屽洜鑰屽緢闅惧紕娓呭厓璁/煡绛栫暐鍛 岄槄璇昏兘鍔涘湪澶氬元绋嬪害涓婄浉鍏炽？傛牴鎹互涓婄粨鏋滐紝鏈枃浠Malley 鍛孋 hamot 鐨勤悊璁轰负渚濇嵁锛岃

18、瘯锲惧55 錫嶉珮涓敓鍦口槄璇讳腑浣跨敤鍏冭鐭m瓥鐣m兢鎯呭喌杩涜鍒嗘瀽锛屼互鎺鍏冭鐭m瓥鐣二拰闃呰鑳藉姏涔嬮棿鐨勫叧绯汇？傚彟澶栵紝鏈爺绌惰繕鐗瑰埆璁以浜嗚嫳璇瑷?姘村钩浣滀负鎺y埗鍙橀噺瀵瑰厓璁/煡绛栫暐鍛岄槄璇昏兘鍔涚兢褰卞搷銆？鏈枃鍏卞垎锲涚珷锛？绗竴绔犱负鏂囩尞缁 艰堪銆傝繖涓？绔犻鍏堜粙缁嶄簡鍏冭鐭m兢瀹氫篦鍙婂叾缁勬垚锛屾帴涓嬫澈璇存槑浜嗕腑澶栫爺绌惰？呭浣矇粠涓嶅悓鐨勮搴拰灞傞潰瀵瑰厓璁/煡绛栫暐鐞嗚杩涜鍒嗘瀽銆傛渶錫庯紝浣滆？呼畝瑕佹？荤粨浜嗙浉鍏冲疄璇佺爺绌剁兢缁撴灉銆？鍦丨浜岀珷涓紝浣滆？呭鏈爺绌剁兢鏂规硶杩涜浜嗛槓杩般？備綔鑰呭鍙楄瘯銆佸疄楠岃璁。？佺爺绌跺伐鍏峰強鏁版

19、嵁鍒嗘瀽绛夐兘閫愪竴杩涜浜嗚 鏄庛？?绗笁绔狗槸鐮旂缁撴灉鍛岃璁恒?傝繖涓？閮厶垎锲炵瓟浜嗘枃绔犲紑澶存彁鍑虹兢锲涗釜闂锛屽苟娑电洊浜嗘瘡绉嶅厓璁/煡绛栫暐鐨勪娇鐢口鐜困紝褰撹嫳璇瑷?姘村钩踞缃 负鎺y埗鍙橀噺鏃讹紝鍏冭鐭m瓥鐣二拰闃呰鑳藉姏鐨勤浉鍏虫？T互鍙婂 鍏冭 鐭m瓥鐣卡？侀槄璇昏兘鍔涖？佽嫳璇 按骞充笁涓彉閲忎箣闂？鏇村杩樺師銆怉 bstract 銆？Since Flavell advocated the theory of metacognition, in creas ingnu mbers of studies have bee n un dertake n to inv es

20、tigate the relatio nship between metacog niti on and differe nt lear ning tasks. It is now broadly ack no wledged thatmetacog niti on plays an importa nt role in various cog nitive activities such as read ing, liste ning, speak ing and writi ng. Accordi ng to research, metacog niti on canimprove stu

21、de nts lear ning efficie ncy, help stude nts un dersta nd and memorizelear ning tasks and help stude nts evaluate their lear ning results. As a comp onent ofmetacog niti on, the theory of metacog nitive strategies has become a new focus inIan guage teach ing, especially in L2 read ing. More and more

22、 teachers andresearchers have no ticed the importa nee of metacog nitive strategies for read ing.Many new empirical studies on metacog nitive strategies have bee n con ducted onthe basis of releva nt theories.Scholarly research at home and abroad has concluded from releva nt empirical studies: 1) Metacog nitive strategies disti nguishbetwee n high-level and low-level readers; 2) Certain metacognitive strategiesimprove readers reading ability;3