《英语专业本科毕业论文-论元认知理论在高中英语阅读教学中用.doc》由会员分享，可在线阅读，更多相关《英语专业本科毕业论文-论元认知理论在高中英语阅读教学中用.doc（29页珍藏版）》请在三一文库上搜索。
1、学科分类号 0502 本 科 毕 业 论 文 题 目（中文）： 论元认知理论在高中英语阅读教学中用 （英文）：The Applying of Meta-cognitive Strategies in English Reading Teaching 姓 名 刘春蕾 学 号 200721110330 院 （系） 外语系 专业、年级 2007级英语专业 指导教师 许艾明 ContentsAbstract.1Introduction.2Chapter 1 About meta-cognitive strategy.31.1the definition of meta-cognition.1.2cla
2、ssification of meta-cognition.Chapter 2 The meta-cognitive strategy and English reading2.1 The relation between English reading comprehension ability and meta-cognition2.2 The impact of Meta-cognition on Reading Comprehension2.2.1Planning2.2.2Monitoring.2.2.3Evaluation.Chapter 3 The use of meta-cogn
3、itive strategies to improve English learners interest in English reading3.1 The use of planning strategies3.2 The use of monitoring strategy 3.3 The use of evaluation strategyChapter 4 Meta-cognitive strategy training 4.1 increase awareness of the knowledge of meta-cognitive strategies4.2strengtheni
4、ng the training of meta-cognitive strategies 4.3 creating the reading environment that can raise students meta-cognitive ability ConclusionNotes.Bibliography.AcknowledgementsThe Applying of the Meta-cognitive Strategies in English Reading Teaching AbstractIt is known that reading comprehension is ve
5、ry important among the basic foreign language skills, and how to improve learners English reading proficiency has long been a common concern of researchers and English teachers. In the early times, great attention has been paid to the study of teaching in order to find the most efficient method to i
6、mprove English reading. However, there have been no perfect methodologies so far. In recent years, a gradual shift has taken place in English teaching, resulting in less emphasis on teaching and teachers and more stress on learning and learners, and the focus of research has been shifted from “how t
7、o teach” to “how to learn”. This change has opened a new way to language education. Then teachers begin to know that training learners how to read is even more important, which is especially true of Chinese high school students. And owing to compulsory education, students vary a lot in English profi
8、ciency. Teachers facing the new and complex teaching environment need to consider how to improve learners ability to read independently. On basis of the research on reading strategies, this paper finally focuses on the training of meta-cognitive strategies and how to integrate training into high sch
9、ool English teaching, and puts forward a concretes model of meta-cognitive training. The major purpose of the present study is to explore the effectiveness of explicit meta-cognitive strategies training on reading comprehension of the high school learners. What the task study is that discussing the
10、relationship between meta-cognitive strategies and reading comprehension, how to cultivate students meta-cognitive ability in reading comprehension. By using questionnaire, classroom instructions and statistics calculation, the study has found that meta-cognitive strategies are closely related to En
11、glish reading and instructions of meta-cognitive strategies can enhance reading ability.Key Words: meta-cognitive strategies English teaching reading comprehension 摘 要众所周知，阅读理解在外语语言的基础技能中占有十分重要的地位。如何提高学生的英语阅读能力和阅读水平长期以来一直是科研和教学人员共同关心的课题。本文通过阐述元认知理论以及元认知与英语阅读的关系，重点剖析了元认知策略在英语阅读中的应用及如何利用元认知理论提高英语阅读兴趣，
12、最后本文探讨了教师在英语阅读教学中，如何培养学生的英语阅读元认知能力，提出了三点教育建议可以在一定程度上提高他们的阅读能力。关键词：元认知策略 英语阅读教学 应用IntroductionConstructivist learning theory holds that real learning is enough to level thinking activities. Learners must develop their own learning strategies during the process of problem solving. Throughout the vario
13、us English language examinations in recent years, growing emphasis is put on English reading. How to improve English reading ability becomes a common concern of teachers and students, and it is the key of students transformation from Passive to active. As we all know there are so many factors which
14、affect English reading ability. Apart from the basic knowledge such as grammar, vocabulary, the main reasons why students cannot improve their English reading ability are that they lack a Objective evaluation about their own reading ability, and that they lack necessary knowledge about English readi
15、ng tasks and requirements .some students Lack interest in English reading and reading strategies. Some students maybe have the interest in English reading and reading strategies, but they Lack ability of self- monitor and self- regulate during the process of reading, so they cannot reach effectivene
16、ss in English reading. Therefore, in my opinion, English reading teaching should transform the emphasis from language itself to students. thats to say ,we should put more emphasis on enhancing students lifelong learning ability In this way we have a need to introduce meta-cognitive teaching theory i
17、n English reading teaching to help students improve their ways of learning. Once we adopt the meta-cognitive teaching theory, we can give students more time and more energy for self-study and self-activity. And we can also encourage and instruct students to study independently with the hope of enhan
18、cing their ability and effectiveness of leaning. In fact, in China people have realized the importance of thinking about or controlling ones own thinking and learning processes. But the term, meta-cognition was not introduced until 1976. The notion of “meta-cognition” was firstly introduced by John
19、Flavell in the early 1970s (Flavell, 1971) while he was studying the “meramenory”. It is believed that meta-cognitive processes can play a central role in performing many tasks. Therefore, “meta-cognition has unsurprisingly been given much attention by researchers in educational psychology. At that
20、time, researchers paid much attention to the introduction and its relationship with some other aspects. When meta-cognitive theories are introduced into China, those studies are just from the perspective of meta-cognitive strategies and skill, for example, whether and how the concept of meta-cogniti
21、on and research finding can be applied to English reading in Chinese high school. For the great importance of meta-cognition in L2 reading, the present study attempts to describe the state of Chinese high school learners L2 reading meta-cognition knowledge, and the experiment is carried out to see w
22、hether students who can get high scores in meta-cognitive strategies are likely to get high scores in reading test.Chapter 1 Meta-cognition1 The definition of meta-cognition Meta-cognition is defined as cognition about cognition, or knowing about knowing.1 It can take many forms; it includes knowled
23、ge about when and how to use particular strategies for learning or for problem solving.1 Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of meta-cognition.2 Differences in meta-cognitive processing across cultures have not been widely studied, but
24、 could provide better outcomes in cross-cultural learning between teachers and students.3 Some evolutionary psychologists hypothesize that meta-cognition is used as a survival tool, which would make meta-cognition the same across cultures.3 Writings on meta-cognition can be traced back at least as f
25、ar as De Anima and the Parva Naturalia of the Greek philosopher Aristotle.4 J. H. Flavell first used the word meta-cognition.5 He describes it in these words:Meta-cognition refers to ones knowledge concerning ones own cognitive processes or anything related to them, e.g., the learning-relevant prope
26、rties of information or data. For example, I am engaging in meta-cognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.J. H. Flavell (1976, p. 232).2 The components of Meta-cognition Meta-cognition is classifi
27、ed into three components:1. Meta-cognitive knowledge (also called meta-cognitive awareness) is what individuals know about themselves and others as cognitive processors. 2. Meta-cognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people
28、control their learning. 3. Meta-cognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor. Meta-cognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning th
29、e way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are meta-cognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a meta-cognitive skill. The ability to become awa
30、re of distracting stimuli both internal and external and sustain effort over time also involves meta-cognitive or executive functions. The theory that meta-cognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Studen
31、ts who demonstrate a wide range of meta-cognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the right tool for the job and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high le
32、vel of meta-cognitive knowledge and skill identify blocks to learning as early as possible and change tools or strategies to ensure goal attainment. Meta-cognologists are aware of their own strengths and weaknesses, the nature of the task at hand, and available tools or skills. A broader repertoire
33、of tools also assists in goal attainment. When tools are general, generic, and context independent, they are more likely to be useful in different types of learning situations.Another distinction in meta-cognition is executive management and strategic knowledge. Executive management processes involv
34、e planning, monitoring, evaluating and revising ones own thinking processes and products. Strategic knowledge involves knowing what (factual or declarative knowledge), knowing when and why (conditional or contextual knowledge) and knowing how (procedural or methodological knowledge). Both executive
35、management and strategic knowledge meta-cognition are needed to self-regulate ones own thinking and learning (Hartman, 2001).Finally, there is a distinction between domain general and domain-specific meta-cognition. Domain general refers to meta-cognition which transcends particular subject or conte
36、nt areas, such as setting goals. Domain specific refers to meta-cognition which is applied in particular subject or content areas, such as editing an essay or verifying ones answer to a mathematics problem.Chapter 2 Meta-cognitive strategies and English readingMeta-cognition holds that when the indi
37、viduals do cognitive activities, the individual should be able to clear of the content and nature of his own knowledge, and they also should learn how to further dominate the knowledge to solve problems. Learners must know why they have to learn, what to learn, how to learn, and what level to achiev
38、e, and the method used to monitor their own level and measures taken to achieve the desired goals. In learning process of reading, meta-cognitive awareness of learners is the self-awareness and self-reflection of how to read.Learners effective planning, monitoring and evaluation for the whole learni
39、ng process is helpful for learners to learn to be conscious, to take part in active cognitive activities. Meta-cognition in reading instruction plays an important role in guiding and coordinating. A large number of Domestic and international meta-cognition researches show that the learner is likely
40、only to get some scattered learning strategies, if learning is carried out in the absence of reflection, monitoring and evaluation strategy. Of course, all learners have their own learning strategies, and the difference between the strengths and weaknesses of strategic is whether they can achieve fl
41、exible use of learning strategies through self-evaluation and adjustment. The differences between excellent students and poor students are in large part differences in the levels of meta-cognition.1 The relationship between English reading comprehension ability and meta-cognitiveExtensive research a
42、nd exploration results show that reading and meta-cognition are significantly correlated. For example Kinnun (1995) divided reading comprehension and comprehension monitoring into different levels, then found that the level of understanding is related to the level of monitoring,-thats to say, a rela
43、tively high level of reading comprehension with a relatively high level of comprehension monitoring. Zabrucky (1992) examined the levels of monitoring in the study of readers of different reading comprehension, and the results show that good readers seem to be more motivated to control their own pro
44、cess of understanding than poor readers. Above study shows that effective reading comprehension can not be separated from readers Meta-cognitive. To become a good reader and have a higher level of reading comprehension, they must actively monitor their own reading process, if control fails, it could
45、 lead to more serious reading problems. To the individual, the level of meta-cognitive knowledge and meta-cognitive activity does not always correspond exactly. But the overall trend point of view, meta-cognitive knowledge may reflect the overall level of cognition. Printrich found that knowledge of
46、 strategies and practical know-how strategy use related to each other 4. Barnetts research shows that reading comprehension and use of strategy and awareness of strategy are significantly related 5. Thus, the role of meta-cognitive strategies in English reading can not be ignored. Next, I want to ta
47、lk about how meta-cognitive strategies influence reading. 2 The impact of Meta-cognition on Reading Comprehension The impact of Meta-cognition on Reading Comprehension reflects in three principal ways, namely: planning, monitoring and evaluation. PlanningPlan is a process of selecting the appropriate reading comprehension strategies to achieve the purpose of reading comprehens