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1.
This study aims to find if, and to what extent, Chinese students’metacognitive strategy use associates with their reading ability in English. Sixty-four sophomore English majors participated in the study. The quantitative analyses of the data generated the following major findings: Of the five metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least favored by them. Metacognitive strategies have meaningfully positive effect on English reading. 相似文献
2.
Among so many learning strategies,metacognitive strategy is considered as the most crucial one and higher than other strategies.This thesis attempts to know the current situations of metacognitive strategy use of rural junior middle school students in different grades and the existing problems.This study conducted the quantitative method by sending questionnaires.The subjects were 120 rural junior middle school students of a town-level middle school in the mountainous area.The result of the study shows that,students in different grades have much difference on the metacognitive strategy use. 相似文献
3.
Learner autonomy is considered as one of the key educational goals in all the countries of the world since 1980s.In China,developing learner autonomy is particularly emphasized in College English Curriculum Requirements.Some researches have been made on developing learner autonomy,which seem to prove that the training of language learning strategies helps to develop learner autonomy.But because the traditional teaching method has been dominant in universities,college students,in particular art majors are passive and lose interests in English.Consequently,English teaching method must be reformed and learn er autonomy must be developed.In the relevant researches on learning strategy training and the development of learner autono my,the subjects are not involved in art majors.So the author tries to make a research in the field by combining with her teaching experience.Developing learner autonomy in art majors through the training of metacognitive strategies may lay the basis for their future learning and development,which is important for the college English teaching of art majors.Key wrods:learner autonomy;art majors;metacognitive strategy training 相似文献
4.
黄辉 《读与写:教育教学刊》2011,(11):5-6,11
This study explored the potential of using peer-teaching as a pedagogy to promote college English majors’ learner autonomy.Data collected over 2 weeks through observations,interviews and questionnaires revealed that the students were highly motivated in their learning and their self-confidence was greatly improved.The study also proved peer-teaching had also developed the students’ metacognitive strategies and social strategies.Thus,peer teaching is effective in promoting language learner autonomy. 相似文献
5.
The purpose of the study is to investigate the influence of gender difference on the use of reading strategies in CET-4 by non-English major students.The result revealed that although female students use most of the reading strategies more often than male students,there are no significant differences in the overall use of the reading strategy between male and female students. 相似文献
6.
Investigating Overseas Students’ Use of Communication Strategy And the Value for English Acquisition
The use of communication strategies helps these students achieve successful communication.The present study is conducted to investigate Chinese overseas students’ use of communication strategy and the value for English acquisition.It found what strategies students usually use and find effective and how students use these strategies in order to overcome obstacles in communication.In addition,it investigated students’ consciousness of using strategies and to some extent the questionnaires helped some of the students start thinking about using strategies consciously. 相似文献
7.
Autonomous study emphasizes the learner’s initiative,enthusiasm and creativity.In all fields of education,there is growing emphasis on "learner-centered" teaching methods and the ability of learner autonomy.Many experts and scholars have found that learning strategies plays an important role in English language learning,but the importance of affective strategy use in English learning is often ignored by people.Therefore,this paper focuses on the frequencies of affective strategies use in English learning and their relationships so as to enable college students to use positive affective strategies effectively to improve their autonomous learning ability. 相似文献
8.
Many researches have proven that reading strategies play a vital role in English reading processes and have a crucial influence on reading results. However, at present there are few studies focused on art major students’ reading strategy use status quo, especially the researches on art major students in independent college are fewer. This thesis based on the existing reading strategy research, tries to discuss the characteristics of art major students’ English reading strategy use and further analyzes the factors that influence the choosing of reading strategies among art major students in Hubei University Zhixing College which is an independent college in Wuhan city Hubei Province.Based on the investigation results and survey results of the interview, this thesis presents some reading strategy teaching strategies for improving English language reading strategy teaching: 相似文献
9.
"Advance organizer"is a practical teaching strategy proposed by American modern educational psychologist Ausubel in 1960.This research considers learners’use of metacognitive strategy in the teaching activities of"advance organizer",trying to explore the effects of metacognitive strategy in the"advance organizer"teaching practices and testing whether"advance organizer"can effectively help students understand and retain reading materials.Further researches should be focused on how to conduct learners’"metacognitive strategy"training and employ learners’metacognitive strategies into"advance organizer"teaching activities. 相似文献
10.
《高等教育与学术研究》2007,(6)
With the purpose of improving teaching quality and studying efficiency through the improving of their learning strategies,this study investigated the college English learning strategies in normal universities in China,which tries to give account of status quo of strategy use among these students in this relatively input-poor environment. 相似文献
11.
郭晓丽 《深圳信息职业技术学院学报》2012,10(2):48-51
本文以135名高职英语专业学生为研究对象,采用问卷调查的方法调查高职英语专业学生英语写作策略使用情况。研究表明：补偿策略和记忆策略的使用频率最高,不同年级、性别的受试者在写作策略使用上没有显著性差异,高分组与中分组和低分组之间存在显著性差异,但其频率均在＂使用情况一般＂的范畴内,只有元认知写作策略进入回归方程,对英语成绩有一定的预测作用。因此,高职英语专业学生的英语写作策略亟待提高。 相似文献
12.
元认知策略是是学习者通过计划、监控及评估等方法对认知过程进行自我管理的策略,有效使用元认知策略是自主学习能力的核心。对学生进行元认知策略的介入性培训,有助于提高自主学习能力。目前,国内的研究仅针对英语专业或非英语专业的学生,还未有对英语专业双学位学生的介入性研究。本文对57名英语专业双学位学生进行一学期的写作元认知策略培训,定量分析显示,学生的写作成绩得到提高,同时运用写作元认知策略的频率也增加了;定性分析显示,元认知策略训练有助于提高写作方面自主学习意识。 相似文献
13.
崔燕宁 《晋城职业技术学院学报》2012,5(3):33-36
本文以O’Malley和Chamot等人的学习策略理论为依据,对高职英语专业学生进行元认知策略培训实证研究,旨在提高英语学习者的策略意识和运用学习策略的自觉性和主动性。实践证明,对英语专业学生进行元认知策略培训有助于提高其自主学习的能力。 相似文献
14.
本研究的主要目的是调查我国英语专业一年级学生元认知策略、认知策略和社会情感策略的使用情况,发现其中的问题,为一二年级的听力教学提供指导。主要研究问题包括：1）三类听力策略的总体使用情况;2）听力成绩与三类听力策略之间的关系;3）高、低两个水平组在使用三类听力策略方面的差异。研究发现：一年级学生认知策略使用率最高,其次是元认知策略和社会情感策略;声音、上下文、关键词等认知策略、情感策略与听力成绩显著正相关,翻译策略与听力成绩显著负相关,根据认知策略的运用,可在一定程度上预测学生的听力成绩;高、低水平两组学生在三大策略的使用方面存在显著差异,高分组学生比低分组学生能更好地使用部分认知策略和情感策略,低分组学生更倾向于运用翻译、迁移等认知策略。这说明部分外语学习者之所以听力成绩优异是源于能够有效地使用部分认知策略,因此,低年级听力教师应该注意培养学生运用认知策略的能力。 相似文献
15.
在该项研究中,笔者首先使用元认知策略量表调查了英语专业40名大学生的策略使用情况,结果显示大部分学生极少使用策略。通过一学期写作教学中的元认知策略培训后,学生写作能力有较明显的提高并具有了一定的元认知意识,还掌握了一系列元认知策略,如计划监控评估。 相似文献
16.
张贝贝 《深圳信息职业技术学院学报》2012,10(2):44-47
本文以高职英语专业学生为研究对象,采用问卷调查方法对元认知英语阅读策略的使用情况进行了实证性研究,利用探索性因子分析得出四种元认知阅读策略,分别为：制定计划、策略选择、自我评价和自我监控。研究表明高职英语专业学生能有意识地使用这四种元认知阅读策略,但整体的元认知策略使用水平中等,教师可以通过相关的学习策略培训提高学生的元认知策略运用水平。 相似文献
17.
庄小荣 《淮南职业技术学院学报》2013,(1):71-75
通过对广东大学生进行英语语音学习策略的调查,分析学生的英语语音学习常用策略,英语专业和非英语专业学生在策略使用上的差异,通过检验不同之处为英语语音教学作参考。 相似文献
18.
任瑜 《潍坊教育学院学报》2012,25(5):97-100
鉴于英语阅读教学的重要性并结合元认知理论,对140名大学一年级新生进行了近一学期的元认知策略培训,了解元认知策略对提高大学生阅读能力的可行性。研究结果表明:元认知策略培训较传统阅读教学模式能更好地促进学生的阅读水平,将策略培训融入课堂教学来培养学生成为自主阅读者是有效途径之一。 相似文献
19.
张冬艳 《佳木斯教育学院学报》2012,(7):327+329
本文以元认知为基础,对英语专业学生英语学习中元认知监控策略的使用情况作了调查,目的在于发现英语专业学生四级成绩是否与元认知监控策略的使用显著相关。在此基础上,对英语专业教师及学生提出一些教学及学习建议。 相似文献
20.
罗凌 《赣南师范学院学报》2008,29(2):136-140
本研究对105名英语专业一年级学生进行了为期一年的元认知策略培训实验,以考察其对提高专业英语学生自主学习能力的效果。结果表明,与对照组相比,培训显著提高了实验组学生的元认知策略运用水平,并全面促进了学生英语听、说和综合技能的发展;同时,较之常规的讲座式培训方式,基于学习档案的元认知策略培训似乎更能保证学生的投入,避免培训流于形式,从而更有效地提高元认知策略运用水平,促进了英语学习各项技能的均衡发展。 相似文献