出声思维训练法对英专同学英语阅读力量影响的讨论开题报告

出声思维训练法对英专同学英语阅读力量影响的讨论开题报告出声思维训练法对英专学生英语阅读能力影响的研究开题报告

出声思维训练法对英专学生英语阅读能力影响的个案研究

本科生毕业论文开题报告表

论

文

名

称

中文

出声思维训练法对英专学生英语阅读能力影响的个案研究

英文

CaseStudyaboutEffectofThinkAloudontheEnglishMajors’EnglishReadingAbilities

学生姓名

陈xx

专业

英语

年级

20xx

指导教师

邹xx

职称

 

单位

 

毕业论文写作时间

年   月   日至     年   月  日

一、选题的意义及相关研究文献综述（选题背景）

 Thinkaloud,oneoftypeofverbalreport,isanimportantindicatorofcognition.Ithasbeenwidelyemployedintheresearchofpsychologyandcognitivescience,whichwasdevelopedbyDuncker,aGermanpsychologist.Cognitivepsychologistsusedthinkaloudtostudytheprocedureofhumanthoughtwhentheywerethinking.ThefirstpersonintroducethethinkaloudintoreadingstudyisOlshavsky,whoregardedreadingasproblem-solvingprocess.Thenmanylanguagescientistsbegantoutilizeitforfurtherstudy.

  Metacognitionissimplydefinedasknowingaboutknowing.Itinvolvestheconsciousunderstandingofone’sownthoughtprocessesandincludesknowledgeaboutwhenandhowparticularlearningstrategiesshouldbeapplied.Researchersproposethatuseofmetacognitivestrategiessuchasplanning,selecting,monitoring,andevaluatingassistinlearningmoreeffectivelyanddecisively.Theresultsofsuchinvestigationscanbeappliedtolanguagelearningwherethepossibleuseofthesestrategiesmayresultingreaterlearnersuccessofacquiringasecondlanguage.

 Linkingthethinkaloudwithmetacognitivestrategiesisanewtrendinthestudyofreadingstategies.ButtheresearchesonthisdirectionisnotsomuchinChina,accordingtoareviewbyWang(2006)inVerbalReportsinReadingStrategyResearch.StillsevralChineseresearcheresmadesometentativeexplorations.Forexample,AnExperimentalStudyontheEffectofMetacognitiveTrainingtoEnglishReadingComprehensionAbilityofTVUniversityStudentsbyJi(2003)andIntegratingTeacher——StudentPatternofMentalModelinginReadingStrategies’sTrainingbyLi(2009).TheformeroneispronetostudythinkaloudasoneofwaytoimprovethemetacognitionofTVuniversitystudents,whichbelongtoanpsycologicalstudyanddidnotstudythinkaloudseparately.Thelatteronedefinesthethinkaloudasateachingmethodtoimprovethestudents’readingabilities,whichdidnotwellcontroltheexperimentalvariable.Moreover,bothofthemdonotstudythethinkaloudasastudentself-studymethods.

 Duffy,RoehlerandHdffmannsuggested,accordingtotheirexperiment,thatthinkaloudcouldefficientlyimprovethestudents’readingabilitiesin1988.In2004,SusmitaPaniprovedthatthinkaloudisaquitesuccessfulteachingmethodinimprovingstudents’readingabilities.Butusingthinkaloudasaself-studymethodbythestudentswhosethinkingstructureismatureisnoonetoexplore.Thispaperwillusethinkaloudasself-studymethodtotrainingtheuniversityEnglishmajors,whoesthinkingstructionalreadydevelopedmaturelybasedonthegeneticepistemologyofJeanPiaget.Thereseachmethodswillbecasestudy,whichtrytotrackthewholeproceduresoftheparticipants’training.

 

 

 

二、研究的主要内容（研究问题）、预期目标（工作假设）以及可能遇到的困难

 

ResearchQuestions

1.CanthethinkaloudtrainingimprovetheEnglishmajors’Englishreadingabilities?

2.WhatarethedifferencesbetweentheperformanceontheMetacognitivestrategiesofEnglishmajorsbeforethetrainingandafterthetraining?

 

ResearchHypothesis

1.ThethinkaloudtrainingcanimprovetheEnglishmajors’Englishreadingabilities.

2.Afterthethinkaloudtraining,theEnglishmajors’abilitiesofusingMetacognitivestrategieswillimprove.

 

TheDifficults

1.Thesourceoftheparticipantsislimited,sothevalidityoftheexperimentwillbeinflunced.

2.Itishardtofindalanguagelaboratoryforthethinkaloudtraining.

3.Howtotraintheparticipantstopraticethinkaloudisakeyfortheexperiment.

 

 

三、拟采用的.理论框架及/或研究方法、步骤

ExperimentalDesign

1.Participants

 Randomlychoose8participantsofgrade2012EnglishmajorofSchoolofArtsandSocialScienceofGuangzhouUniversityofChinesemedicine.

2.ExperimentalVariable

 (1)IndependentVariable

  Independentvariableiswhethertheparticipantsacceptthethinkaloudtraining.

 (2)DependentVariable

  TheEnglishreadingabilityandmetacognitivestrategiestext.

 (3)ControlVariable

  Duringtheexperiment,alltheparticipantswillbetrainedinthesamelaboratoryatthesametime,andusesamematerialsandinstruction.

3.InstrumentandMaterials

 (1)Thematerialsofbeforeandbackmeasurement

  Randomlychoose2papersofTEM-4from2004to2013.

 (2)QuestionnaireofMetacognitivestrategies

  ThequestionnaireisformTheStudyofForeignLanguageLearningStrategybyXiao,whotranslatedandmodifiedthequestionnaireofPhakiti(2003).

 (3)Trainingmaterials

  ThereadingmaterialsoftrainingisfromthepaperofTEM-4expectthebeforeandbackmeasurement.Eachtrainingonlyuseonearticle.

 (4)Instruments

  Soundrecorderforrecordthepaticipants’thoughtwhentheyfinishthereadingpaper.

4.Experimentprocedures

 (1)Beforemeasurement

  Finish4airticlewhicharefromTEM-4paperin25minutes,andthenfillinthequestionnaire.

 (2)Thinkaloudtraining

  Randomlydividethepacitipantsintotwogroup.AgroupshouldusethethinkaloudtofinishonereadingpaperwhichisfromtheTEM-4paperin25minutesandrecordtheirsound,whileBgroupfinishthesamepaperin25minutesinthesameplaceatthesametime.Thetrainingwillcontinue2weeks.Eachweekhas4timetraining.

 (3)Backmeasurement

  Finish4airticlewhicharefromTEM-4paperin25minutes,andthenfillinthequestionnaire.

5.Instruction

(1)ForAgroup:Pleasefinishthefollowsreadingpaperin25minutes.Atthesametime,youshouldspeakloudlyaboutwhatyouthinkatthatmoment,andrecordwhatyousaybysoundrecorder.Donotexplainthereasonwhyyouhavesuchkindofthought.

(2)ForBgroup:Pleasefinishthefollowsreadingpaperin25minutes.

 

四、论文提纲、总体时间安排与进度（阶段性完成的任务，以周计算）

Acknowledgements

Abstract

摘要

ListofFigures

LiseofTables

Chapter1Introduction

1.1ResearchSignificance

1.2ResearchDesign

1.2.1ResearchQuestions

1.2.2ResearchMethods

1.3TheGeneralOrganizationoftheDissertation

Chapter2LiteratureReview

2.1PreviousResearchonThinkAloudinEnglishReading

2.2PreviousResearchonMetacognitivestrategiesofEnglishReading

Chapter3TheEmpiricalStudy

3.1Researchpurpose

3.2Researchinstruments

3.2.1Think-Aloud

3.2.2Questionnairesandinterviews

3.2.3ReadingPractice

3.3Researchdesign

3.3.1Participants

3.3.2SourceText

3.3.3Procedures

3.4Datareduction

3.4.1Datasources

3.4.2TranscribingTAPs

3.5Datacoding

3.6Validitycontrol

Chapter4ResultsandDiscussions

4.1DataAnalysisoftheExperiment

4.2ResultandAnalysisoftheQuestionareandinterview

4.3Exploringtheaffectivefactors

Chapter5Conclusion

References

AppendixAQuestionnaireofMetacognitivestrategies

AppendixBSourcetext

AppendixCInstructionSheetoftheExperiment

AppendixDPost-translatingInterview

AppendixESampleofTAPs

 

TimetableoftheDissertation

 

Date

Item

1stweek(2013.12.8~12.14)

ReviewtheLiteraturesand

DesigntheExperiment

2ndweek(2013.12.15~2013.12.21)

ConducttheExperiment

3rdweek(2013.12.22~2013.12.27)

ConducttheExperiment

4th~9th(2013.12.28~2014.2.8)

AnalysetheDataandEncodetheMaterial

10th~14th(2014.2.9~2014.3.1)

FinishtheDraft

 

 

 

 

五、初期参考文献（≥10，必须包括book及article）

[1]SusmitaPani.ReadingStrategyInstruetionThroughMentalModeling.[J],El,TJournal,2004:58/4

[2]李梦醒(LiMengxin)大学英语阅读中策略训练的教师——学生出声思维模式初探 阜阳师范学院学报(社会科学版)第127期2009:121-124

[3]陈