The Effects on Reading Proficiency for Junior Middle School Students——From the Perspective of Metaco

定　　价：25 元

• 作者：胡萍
• 出版时间：2017/1/1
• ISBN：9787564351595
• 出 版 社：西南交通大学出版社

• 中图法分类：G633.412 
• 纸张：胶版纸
• 版次：1
• 开本：16开

内容简介

提高学生的阅读水平一直都是外语教学的重点之一，元认知监控正是从心理方面入手引导和帮助阅读者对阅读过程进行调整和控制，从而更好地培养学生阅读能力。本书通过了解初中生英语阅读情况及阅读过程中元认知监控策略使用情况，采取以策略为基础的外语教学的训练方法，对学生进行阅读理解元认知监控策略的训练，进而揭示元认知监控策略与英语阅读学习之间的关系，旨在为初中英语阅读学习研究、元认知监控策略训练及外语教学提供重要依据和启示。

作者介绍

胡萍，1974年出生，女，汉族，云南昭通学院外国语学院副教授，硕士，外国语学院教务科长，主要从事英语应用语言学的研究，主持和参加省级、校级课题研究多项，现已发表论文二十余篇。

目 录

Chapter One Introduction 1
1.1 Research Background 1
1.2 The Significance of the Study 3
Chapter Two Literature Review 5
2.1 Metacognition 5
2.1.1 The history of metacognition 5
2.1.2 Metacognition and learning 10
2.1.3 Scaffolded instruction 11
2.2 Reading 13
2.2.1 Defining reading 13
2.2.2 Models of reading 14
2.2.3 Defining reading strategy 15
2.2.4 The classification of reading strategies 16
2.2.5 Comprehensible input 19
2.3 Research on Metacognition Concerning ?Reading in China 20
2.4 Reciprocal Teaching 21
Chapter Three Methodology 26
3.1 Research Questions 26
3.2 Subjects 27
3.3 Instruments 28
3.3.1 Questionnaire 28
3.3.2 Experimental tests 29
3.4 Methods 30
3.5 Procedures 31
3.5.1 Taking pre-test 32
3.5.2 Instructions with two models 32
3.5.3 Taking post-test and filling in questionnaire 33
3.5.4 Data collection and analysis 33
Chapter Four Experimental Instruction 34
4.1 Instruction to the Controlled Group 35
4.2 Instruction to the Target Group 37
Chapter Five Data Analysis and Result 44
5.1 Analysis of the Pre-test and Discussion on the Results 44
5.1.1 Analysis of the pre-test 44
5.1.2 Discussion 45
5.2 Analysis of the Questionnaire and Discussion on the Results 46
5.2.1 Analysis of the general means of the two groups 47
5.2.2 Analysis of the means of each questionnaire item 48
5.2.3 Discussion 51
5.3 Analysis of the Post-test and Discussion on the Results 56
5.3.1 Analysis of the difference between the two groups in the post-test 56
5.3.2 Discussion 56
5.3.3 Analysis of the difference in some individual comprehension items between the two groups 58
5.3.4 Discussion 60
5.4 Pedagogical Implication 61
Chapter Six Conclusion 64
References 68
Appendix 1 73
Appendix 2 76
Appendix 3 78
Postscript 80