英語專業(yè)本科畢業(yè)論文-論元認知理論在高中英語閱讀教學中用

1、<p>　　學科分類號 0502 </p><p>　　本 科 畢 業(yè) 論 文</p><p>　　題 目（中文）： 論元認知理論在高中英語閱讀教學中用 </p><p>　　（英文）：The Applying of Meta-cognitive Strat

2、egies in English Reading Teaching </p><p>　　姓 名 劉春蕾 </p><p>　　學 號 200721110330 </p>

3、<p>　　院 （系） 外語系 </p><p>　　專業(yè)、年級 2007級英語專業(yè) </p><p>　　指導教師 許艾明 </p>&

4、lt;p><b>　　Contents</b></p><p>　　Abstract……………………………………………………………..1</p><p>　　Introduction……………………………………………………...…2</p><p>　　Chapter 1 About meta-cognitive strategy.………

5、……..……….…3</p><p>　　1.1the definition of meta-cognition…………………………….…</p><p>　　1.2classification of meta-cognition………………………….……</p><p>　　Chapter 2 The meta-cognitive strategy and Eng

6、lish reading</p><p>　　2.1 The relation between English reading comprehension ability and meta-cognition</p><p>　　2.2 The impact of Meta-cognition on Reading Comprehension</p><p>　　2

7、.2.1Planning………………………………………</p><p>　　2.2.2Monitoring………..…….</p><p>　　2.2.3Evaluation……………………………………….….....</p><p>　　Chapter 3 The use of meta-cognitive strategies to improve Englis

8、h learners’ interest in English reading</p><p>　　3.1 The use of planning strategies</p><p>　　3.2 The use of monitoring strategy </p><p>　　3.3 The use of evaluation strategy</p>

9、;<p>　　Chapter 4 Meta-cognitive strategy training </p><p>　　4.1 increase awareness of the knowledge of meta-cognitive strategies</p><p>　　4.2strengthening the training of meta-cognitive s

10、trategies </p><p>　　4.3 creating the reading environment that can raise students' meta-cognitive ability </p><p>　　Conclusion…………………………………………………………</p><p>　　Notes……………………………………

11、……………………..……</p><p>　　Bibliography………………………………………………………..</p><p>　　Acknowledgements…………………………………………………</p><p>　　The Applying of the Meta-cognitive Strategies in English Reading Teac

12、hing </p><p><b>　　Abstract</b></p><p>　　It is known that reading comprehension is very important among the basic foreign language skills, and how to improve learners’ English readin

13、g 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 improve English r

14、eading. However, there have been no perfect methodologies so far. In recent years, a gradual shift has taken place in English teaching, res</p><p>　　Key Words: meta-cognitive strategies English teaching

15、 reading comprehension </p><p><b>　　摘  要</b></p><p>　　眾所周知，閱讀理解在外語語言的基礎(chǔ)技能中占有十分重要的地位。如何提高學生的英語閱讀能力和閱讀水平長期以來一直是科研和教學人員共同關(guān)心的課題。本文通過闡述元認知理論以及元認知與英語閱讀的關(guān)系，重點剖析了元認知策略在英語閱讀中的應(yīng)用及如何利用元認知理

16、論提高英語閱讀興趣，最后本文探討了教師在英語閱讀教學中，如何培養(yǎng)學生的英語閱讀元認知能力，提出了三點教育建議可以在一定程度上提高他們的閱讀能力。</p><p>　　關(guān)鍵詞：元認知策略 英語閱讀教學 應(yīng)用</p><p>　　IntroductionConstructivist learning theory holds that real learning is enough to l

17、evel thinking activities. Learners must develop their own learning strategies during the process of problem solving. Throughout the various English language examinations in recent years, growing emphasis is put on Englis

18、h reading. How to improve English reading ability becomes a common concern of teachers and students, and it is the key of student’s transformation from Passive to active. As we all know there are s</p><p>　　

19、Chapter 1 Meta-cognition</p><p>　　1 The definition of meta-cognition</p><p>　　Meta-cognition is defined as "cognition about cognition", or "knowing about knowing."[1] It can

20、take many forms; it includes knowledge 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 importa

21、nt form of meta-cognition."[2] Differences in meta-cognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning betwe</p><p>　　J. H. Fl

22、avell first used the word "meta-cognition".[5] He describes it in these words:</p><p>　　Meta-cognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them

23、, e.g., the learning-relevant properties 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 bef

24、ore accepting it as fact.</p><p>　　—J. H. Flavell (1976, p. 232).</p><p>　　2 The components of Meta-cognition </p><p>　　Meta-cognition is classified into three components:</p>

25、<p>　　1. Meta-cognitive knowledge (also called meta-cognitive awareness) is what individuals know about themselves and others as cognitive processors. </p><p>　　2. Meta-cognitive regulation is the reg

26、ulation of cognition and learning experiences through a set of activities that help people control their learning. </p><p>　　3. Meta-cognitive experiences are those experiences that have something to do with

27、 the current, on-going cognitive endeavor. </p><p>　　Meta-cognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the w

28、ay 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

29、 task to completion is also a meta-cognitive skill. The ability to become aware of distracting stimuli – both internal and ext</p><p>　　Another distinction in meta-cognition is executive management and strat

30、egic knowledge. Executive management processes involve planning, monitoring, evaluating and revising one's own thinking processes and products. Strategic knowledge involves knowing what (factual or declarative knowle

31、dge), knowing when and why (conditional or contextual knowledge) and knowing how (procedural or methodological knowledge). Both executive management and strategic knowledge meta-cognition are needed to self-regula</p&

32、gt;<p>　　Finally, there is a distinction between domain general and domain-specific meta-cognition. Domain general refers to meta-cognition which transcends particular subject or content areas, such as setting goa

33、ls. Domain specific refers to meta-cognition which is applied in particular subject or content areas, such as editing an essay or verifying one's answer to a mathematics problem.</p><p>　　Chapter 2 Meta-

34、cognitive strategies and English reading</p><p>　　Meta-cognition holds that when the individuals do cognitive activities, the individual should be able to clear of the content and nature of his own knowledge

35、, 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 achieve, and the method used to monitor thei

36、r own level and measures taken to achieve the desired goals. In learning process of reading, meta-cognitive awareness of le</p><p>　　Learners’ effective planning, monitoring and evaluation for the whole lear

37、ning 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 Dom

38、estic and international meta-cognition researches show that the learner is likely only to get some scattered learning strategies, if learning is carried out in the absence of reflection, monitoring and eval</p>&l

39、t;p>　　1 The relationship between English reading comprehension ability and meta-cognitive</p><p>　　Extensive research and exploration results show that reading and meta-cognition are significantly correla

40、ted. 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,-that’s to say, a relative

41、ly 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 d</p><p>　　2 The impact of Meta-c

42、ognition on Reading Comprehension</p><p>　　The impact of Meta-cognition on Reading Comprehension reflects in three principal ways, namely: planning, monitoring and evaluation.</p><p><b>　　

43、Planning</b></p><p>　　Plan is a process of selecting the appropriate reading comprehension strategies to achieve the purpose of reading comprehension, reasonably arranging cognitive resources and time,

44、 and developing a learning plan, including setting learning objectives, reading learning materials, generating the questions and analyzing how to complete the study tasks. In the development of English reading program, w

45、e must first analyze and think the specific study situation related to learning tasks such as: the se</p><p>　　Now take the reading material entitled The Rescue for an example, before reading there is a need

46、 activating the background knowledge and forecasting learning strategies in planning. In reading, we can give students the following questions: (1) What can you see in the picture? (2) What natural disasters do you know?

47、 (3) What words will you use to describe this disaster? (4) What information can you get from the title? These four questions can tap and activate students’ existing background knowled</p><p>　　Actually, Rea

48、ding program for pre-reading is a complex, positive -thinking mental activity. It is a thinking process of filtering, verifying, processing and combining information and it is completed by the students according to their

49、 own information, knowledge and experience. Before the start of reading activities, teachers should put forward first the requirements to guide students to develop reading programs according to their reading level, and t

50、he plan should include setting learning goals, </p><p>　　Monitoring.</p><p>　　Monitoring activities in reading is also known as adjustment, and it is the students’ monitoring and adjusting of th

51、eir thinking in reading activities on their own to achieve the desired goal. To ensure the smooth progress of reading programs, students must remain in the conscious controllable state in reading process. Reading process

52、 can be monitored by using the following strategies, namely: the direction monitoring, process monitoring and strategy monitoring.</p><p>　　(1) The monitoring of direction. Firstly we should specific the pur

53、poses of reading and determine the ways of reading such as, skimming-- scanning quickly to grasp the main ideal of the article; scanning, which is used to search, locate information to reaching the purpose of finding t

54、he answer to solve the problem; extensive reading, which is used to read long materials, is mainly related to the whole comprehension of the article; intensive reading, which is used to read a short reading materi</p&

55、gt;<p>　　(2) Process monitoring. We should think, observe, identify the important information provided by the reading materials while reading. We can also guess the meaning of a word from context and other clues t

56、o complete the requirements of the relevant reading.</p><p>　　(3) Strategy monitoring .we should be good at self-questioning, and testing our the answer to see if it is right or not .Now taking the reading m

57、aterial named The Rescue for example, First, teachers help students to determine the ways of reading , setting the following issues: (1) What natural disaster did Flora and Jeff suffer? (2) What rescued them? These quest

58、ions are designed to enable students to quickly read the material, and master the outline of the article. Skimming is used here. Then, </p><p>　　Evaluation</p><p>　　Evaluation is to make an anal

59、ysis of characteristics of reading materials and individual’s comprehension ability. A good learner will reflect the completion process of the reading materials after he the learning tasks of reading materials. This proc

60、ess let the reader know how the learning strategy is applied in reading comprehension. The student with some learning strategy can give an object evaluation for the goal set before reading. They can use other method such

61、 as, guessing the meaning throu</p><p>　　Chapter 3 The use of meta-cognitive strategies to improve English learners’ interest in English reading</p><p>　　The scientific use of meta-cognitive str

62、ategies can improve the reading efficiency of students and can improve reading effect, but also can stimulate students’ interest in English reading, which can help students prompt themselves by asking questions by their

63、own self during the whole reading process and can help students aware of the problems arising in the reading .in this way students can get self-reflection from it and effectively promote reading comprehension. Students c

64、an develop their own</p><p>　　But how to use meta-cognitive strategies to improve their English reading interest.</p><p>　　As we all know students’ English reading activities are very complex ps

65、ychological processes in the cognitive activities of student, so there is a great need for students to have a strong interest in face of boring reading. And interest is with the stable characteristics. Students should fo

66、llow the laws of cognition in the reading process, paying attention to their needs, stimulating and strengthening the intrinsic learning motivation, maintaining students’ interest in reading learning. Interest</p>

67、<p>　　(1) The use of planning strategies</p><p>　　Planning strategies, including setting learning goals, viewing reading material, generating questions and the analyzing how to complete learning tasks.

68、 When students make reading programs, they should have a reasonable arrangement about their reading activity according to relevant learning tasks and their own ability. For example, they can choose appropriate reading ma

69、terials according to their own reading comprehension ability and their own interest, and they can also arrange reasonable time an</p><p>　　(2) The use of monitoring strategy</p><p>　　Monitoring

70、strategies include tracking attention when reading, self-questioning the material, and monitoring their own speed and time when taking an exam. These strategies can be applied into the English reading to alert readers of

71、 problems that may appear during the reading process so that students can find out problem and modify it quickly, and that students also can difficulties and the place where they can not understand, which give students

72、a chance to automatically correct errors. When th</p><p>　　Now I will discuss the monitoring strategy in two ways: the monitoring of reading purpose and the monitoring of reading process.</p><p>

73、;　　Firstly, we should monitor the purpose of reading, which will determine the ways of reading, such as skimming--- scanning the article quickly to grasp the main ideal; scanning—searching the article and locating the im

74、portant information which is related to the questions that need to be answered ; extensive reading, which is mainly useful for long articles , means overall grasp of the article; detailed reading, which is useful for the

75、 question related to the details of the article, always uses wh</p><p>　　Secondly we should control the reading process, that’s to say, we should control the depth of reading. While reading, students can sel

76、f-question and pause to consider whether they understand the contents that they have read previously to determine the correctness of previous prediction. When the students realize that they cannot understand one part of

77、the article, they will return to the difficult paragraph and think twice; when they read something difficult or unknown, they will slow their spee</p><p>　　(3) The use of evaluation strategy</p><p

78、>　　The assessment of post-reading is to make a object evaluation about the reading materials and the reading ability to summarize the experiences and lessons, to examine the reading goal set before reading to see whet

79、her it is completed, and to test the reading strategy to see if it is helpful for English reading. Generally speaking, successful readers will summarize the effective ways that are helpful for their reading and the weakn

80、ess t existed in reading that needs to be strengthen through self-</p><p>　　Chapter 4 Meta-cognitive strategy training</p><p>　　From what I have discussed above, we know that meta-cognitive stra

81、tegy not only plays a vital role in English reading but also plays an important role in increasing students’ interest in English reading. Next chapter I want to discuss how to develop meta-cognition ability in English re

82、ading teaching. </p><p>　　Since the 70 years of 20th century, the formulation of the meta-cognition theory and study about the language provide a new perspective to improve the reading ability of students. A

83、ccordingly, we summarize previous studies and according to my own research, I make the following three suggestions.</p><p>　　1, increase awareness of the knowledge of meta-cognitive strategies </p>&l

84、t;p>　　The consciousness on the knowledge of meta-cognitive strategies is the basis of students’ meta-cognitive abilities. There are 4 reasons for this point in the following.</p><p>　　The previous experie

85、nce of the readers including their reading view and knowledge view, especially the knowledge of meta-cognitive strategies will affects reader’s attention to, perception and interpretation of the reading conditions and pr

86、ocess, and the selection of the regulating measures either;</p><p>　　The set-up of the reading goal and the selection of the reading strategies are on the basis of the knowledge of reading conditions. In the

87、 environment of reading study, the factors which affect meta-cognitive activities also include the readers’ subjective factors, the objective factors of reading study and the situational ones of reading except the reader

88、s’ understanding and mastering of the knowledge of meta-cognitive strategies;</p><p>　　The monitoring on the reading process is by reference to the meta-cognitive knowledge system and reading goals of the re

89、aders themselves;</p><p>　　The adjustment on the reading strategies is on the basis of the readers’ knowledge of meta-cognitive strategies, especially their conditional knowledge. Our research result also ve

90、rifies this point from a side. As mentioned earlier, meta-cognitive strategies include declarative knowledge procedural knowledge and conditional knowledge. And in the system of the reading meta-cognitive knowledge for s

91、tudents, their procedural and conditional knowledge is relatively deficient as a result of the long </p><p>　　2, strengthening the training of meta-cognitive strategies</p><p>　　Apart from devel

92、oping students’ knowledge of meta-cognitive strategy, teachers also should lead students to apply the meta-cognition knowledge into practical reading activity. That’ to say, teachers should cultivate students’ ability of

93、 meta-cognitive strategy. Generally speaking, knowing the knowledge of meta-cognition does not mean mastering the meta-cognitive strategy, let alone using the meta-cognitive strategy skillfully. Therefore, instruction an

94、d training of meta-cognitive strategy is not</p><p>　　3, creating the reading environment that can raise students' meta-cognitive ability</p><p>　　For many years, our teachers are used to pr

95、oviding simple, specific, easy reading materials for students in their traditional classroom teaching, because teachers believe that the understanding of the article depends on the understanding of all the language featu

96、res, So students get used to the text that teachers provide and can understand each word in the article. But when the students read some difficult articles in which there are so many words that they are not familiar with

97、, they seem to be</p><p>　　Conclusion</p><p>　　Through what I have said about the analysis and applying of Meta-cognitive Strategy in English reading, we can further see that the scientific use

98、of meta-cognitive strategies can not only improve the students’ efficiency and effect in English reading and improve reading effect but also can stimulate students’interest in English reading. The applying of the meta-c

99、ognitive strategy in English reading requires students to prompt themselves by taking the form of self-questioning and to make a se</p><p>　　In short, the relevant meta-cognitive strategy research has rise

100、n since the 1970s, but the training of meta-cognitive strategy in foreign countries is still in exploration stage. Although scholars in our country have done some research about meta-cognition in English reading, but the

101、re is little influence. Particularly, in the absence of the physical environment of English teaching in China, how to train meta-cognitive strategy, how to improve students’ knowledge of meta-cognition, and how to de<