元认知策略在二语课堂阅读中的可教性实验研究

An Experimental Study of the Teachability of ESL Reading Metacognitive Strategy in ESL Reading Class

本研究以当代认知心理学家S ternburg的认知结构成分理论、A nderson的认知策略习得理论为框架,结合实验前所做的调查结果,改进了Pearson和D o le提出的学习策略五步训练法,提出了元认知知识讲授与元认知知识运用相结合的阅读元认知策略训练模式。并以140名中国非英语专业学生为被试进行了该策略训练模式的实验研究。研究结果表明:1)阅读元认知策略在中国外语阅读课堂中的可教性;2)阅读元认知策略训练能够提高被试的元认知策略意识;3)阅读元认知策略训练必须理论联系实践。同时扼要地论述了该训练模式对ESL阅读策略的教学实践所带来的启示,指出在实施具体训练过程中应予以考虑的因素。

This study is performed on the theoretical basis of modern cognitive psychologist Sternburg＇s cognitive component theory, Anderson＇s cognitive strategy acquisition theory and the results of the prior pilot study. The theoretical and practical ESL metacognitive reading strategy training model is raised through integrating the strengths of Pearson and Dole＇s learning strategy training models. The teachability of this model is testified by the experiment with 140 non-English major students as subjects. Here are the findings; 1） the model is feasible in the reading course for Chinese learners; 2） this training model will improve students＇ metacognitive reading strategy awareness; 3） direct and explicit explanation of reading strategy must be integrated with sufficient proper exercises.