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培养学生的元认知一直被许多学习策略研究者所推崇(Anderson,2002;Rubin,2001;Wenden,2000)。关于英语阅读,目前策略研究者大多赞同培养学生在具体的阅读过程中灵活使用一系列的阅读策略比孤立的一个策略一个策略地逐个训练更有效(Grabe,2009,p.231)。据此,本研究探讨了KWI,plus元认知策略培训模式在把英语作为外语学习环境中的有效性。研究采用试验组控制组前试后试的试验设计模式。16周的试验干预显示试验组不仅在英语阅读能力方面、英语阅读元认知方面表现高于控制组,而且此差异在统计学中意义显著。受试者问卷反馈显示,接受KWL plus元认知策略培训的学生对此策略培训持积极支持态度。
Cultivating students’ meta-cognition has long been favored by many learning strategy researchers (Anderson, 2002; Rubin, 2001; Wenden, 2000). For English reading, most current policy researchers agree that it is more effective to train students to flexibly use a series of reading strategies in a specific reading process than one isolated strategy, one by one. (Grabe, 2009, p.231). Accordingly, this study explores the effectiveness of the KWI, plus metacognitive strategy training model in learning English as a foreign language learning environment. Study using experimental group control group before the test after the pilot design mode. The 16-week experimental intervention showed that the experimental group had higher performance than the control group in reading comprehension in English and metacognition in English reading, and the difference was significant in statistics. Subject questionnaire feedback showed that students who received training in metacognitive strategy of KWL plus actively supported this strategy training.