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元认知策略培训 中国学生英语阅读能力的习得研究PDF|Epub|txt|kindle电子书版本网盘下载
- 张炼著 著
- 出版社： 贵阳：贵州大学出版社
- ISBN：9787811265484
- 出版时间：2012
- 标注页数：348页
- 文件大小：29MB
- 文件页数：374页
- 主题词：英语－阅读教学－教学研究－高等学校
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图书目录
CHAPTER 1 INTRODUCTION1
1.1 Background of the Study3
1.2 Statement of the Problem5
1.3 Objectives of the Study11
1.4 Research Questions11
1.5 Significance of the Study12
1.6 Definitions of the Operational Terms14
1.7 Outline of the Dissertation16
1.8 Summary17
CHAPTER 2 REVIEW OF THE RELATED LITERATURE19
2.1 Reading Theories：Reading Comprehension Views21
2.1.1 A Behavioral-based View21
2.1.2 A Cognitive-based View22
2.1.3 A Metacognitive-based View23
2.1.4 Reading Theories and the Present Study24
2.2 Reading Models25
2.2.1 Bottom-up Model25
2.2.2 Top-down Model27
2.2.3 Interactive Model29
2.2.4 Reading Models and the Present Study31
2.3 Theoretical Foundation：Metacognition33
2.3.1 Definitions and Classifications of Metacognition34
2.3.2 Metacognitive Knowledge and Reading Comprehension38
2.3.3 Metacognitive Regulation and Reading Comprehension40
2.3.4 Metacognitive Strategies and Reading Comprehension42
2.3.5 Relevance to the Present study44
2.4 Pedagogical Foundation：Metacognitive Strategy Training46
2.4.1 Studies on Metacognitive Strategies Training in Reading in Other Countries47
2.4.2 Studies on Metacognitive Strategies Training in Reading in China52
2.4.3 Implications for the Present Study55
2.5 Metacognitive Strategy Training Approaches57
2.5.1 The Reciprocal Teaching Approach58
2.5.2 The Transactional Strategy Instruction59
2.5.3 The Cognitive Academic Language Learning Approach61
2.5.4 Implications for the Present Study62
2.6 A Metacognitive Strategy Training Model of Academic Reading Comprehension（MSTARC）63
2.7 Summary77
CHAPTER 3 RESEARCH METHODOLOGY79
3.1 Rationale for the Research Methodology81
3.2 Participants82
3.3 Research Instruments86
3.3.1 Background Information Questionnaire86
3.3.2 Metacognitive Strategies Questionnaire （MSQ）87
3.3.3 Reading Comprehension Test95
3.3.4 Students'Journals101
3.3.5 Questionnaire103
3.3.6 Semi-structured Interview103
3.4 Data Collection Procedures105
3.4.1 The Overall Experimental Procedures105
3.4.2 The Metacognitive Reading Strategy Training Model109
3.5 Data Analysis115
3.5.1 Descriptive Statistics115
3.5.2 Independent-sample t-tests116
3.5.3 Paired-sample t-tests116
3.5.4 Pearson Correlation Analyses116
3.5.5 Regression Analyses116
3.5.6 Qualitative Analysis117
3.6 The Pilot Study119
3.6.1 Participants120
3.6.2 Data Collection Procedures120
3.6.3 Data Analysis122
3.6.4 Implications for the Main Study133
3.7 Summary136
CHAPTER 4 RESULTS137
4.1 Answer to Research Question 1139
4.1.1 Data from MSQ139
4.1.2 Data from Semi-structured Interview148
4.2 Answer to Research Question 2162
4.2.1 Data from the Reading Comprehension Test162
4.2.2 Data from the Semi-structured Interview168
4.3 Answer to Research Question 3174
4.3.1 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement175
4.3.2 Causal Effects of Metacognitive Strategy Use on English Reading Comprehension Achievement176
4.4 Answer to Research Question 4180
4.4.1 Data from the Questionnaire180
4.4.2 Data from the Journal183
4.4.3 Data from the Semi-structured Interview188
4.5 Summary193
CHAPTER 5 DISCUSSION195
5.1 Effects of the Metacognitive Strategy Training on Reading Comprehension197
5.1.1 The EFL Students'Metacognitive Strategy Use197
5.1.2 The Effects of Metacognitive Strategy Training on the Reading Comprehension209
5.1.3 Correlation between Metacognitive Strategy Use and English Reading Comprehension Achievement216
5.1.4 Causal Effect of Metacognitive Strategy Use on English Reading Comprehension Achievement217
5.2 Students'Attitudes towards the Metacognitive Strategy Training for Reading Comprehension219
5.2.1 Positive Attitudes219
5.2.2 Neutral and Negative Attitudes223
5.3 Summary227
CHAPTER 6 CONCLUSION229
6.1 Summary of the Study231
6.2 Pedagogical Implications236
6.3 Limitations of the Study239
6.4 Recommendations for Future Research240
REFERENCES243
APPENDICES271