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元認知監控理論下的初中英語閱讀實效性研究The Effects on Reading Proficiency for Junior Middle School Students：From the Perspective of Metacognitive Regulation Training（簡體書）
- ISBN13：9787564351595
- 替代書名：The Effects on Reading Proficiency for Junior Middle School Students：From the Perspective of Metacognitive Regulation Training
- 出版社：西南交通大學出版社
- 作者：胡萍
- 裝訂：平裝
- 出版日：2016/12/01
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作者簡介
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商品簡介
提高學生的閱讀水準一直都是外語教學的重點之一，元認知監控正是從心理方面入手引導和幫助閱讀者對閱讀過程進行調整和控制，從而更好地培養學生閱讀能力。本書通過瞭解初中生英語閱讀情況及閱讀過程中元認知監控策略使用情況，採取“以策略為基礎的外語教學”的訓練方法，對學生進行閱讀理解元認知監控策略的訓練，進而揭示元認知監控策略與英語閱讀學習之間的關係，旨在為初中英語閱讀學習研究、元認知監控策略訓練及外語教學提供重要依據和啟示。
作者簡介
胡萍，1974年出生，女，漢族，雲南昭通學院外國語學院副教授，碩士，外國語學院教務科長，主要從事英語應用語言學的研究，主持和參加省級、校級課題研究多項，現已發表論文二十餘篇。
目次
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
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
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